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Haroard Unroersity 




Monroe C. Gutman Library 

of the 
Graduate School of Education 









>».• - <, 



HARVARD UNIVERSITY 

Mr/.' '•' ■ \ /:'.'/% ub.^'ARY 



HARVARD UNIVERSITY 

GRADUATE SCHOOL OF EDUCATION 

MONROE C. GUTMAN LIBRARY 












/■' 



THiiOHIO 



EDUCATIONAL MONTHLY. 



(i««eeMor to tbe 01kl« JtMirmal 9t Bdveatlom.) 



A JOURNAL OF 

SCHOOL AND HOME KDUGATION. 

.* « - " > 






'- . > 



I » I 1 * 11 , CC(\'\'_, 

■ ' ',■'■'.'1 o\t^ -'^ 



OLD SERIES, NEW SERIES, 

VOL. IX. VOL. I. 



OFFICIAL ORGAN OE THE OHIO STATE TEACHERS' ASSOCIATION. 



COLUMBUS: 

EDITED AND PUBLISHED BT 7. W. HVBTT ft CO. 

1860. 




L 



THE OHIO TEACHERS' ASSOCIATION. 



^ 



PRESIDENT. 

DR. ASA D. LORD, 
Superintendent Blind Asylam, Golnmbas. 

VICE-PRESIDENTS. 

REV. ROBT. ALLYN, REV. ALEX. DUNCAN, 

President W. F. Col., Cincinnati. Superintendent P. Schools, Newark. 

WM. N. EDWARDS, T. W. HARVEY, 

Superintendent Pub. Schools, Troy. Superintendent P. Schools, Massillon. 

WM. H. YOUNG, 
Professor Mathemics, Ohio University, Athens. 

RECORDING SECRETARY. 

J. H. REED, Superintendent Pub. Schools, Man^flel^. 

CORRESPONDING SECRETARY. /'' 

PROF. B. L. LANG, of Knox county. 

TREASURER. 
CHAS. S. ROYCE, of Huron county. 

AUDITOR. 

J. J. JANNEY, of Franklin county. 

EXECUTIVE COMMITTEE. 

B. R WHITE, JNO. LINCH, 

Supt. P. Schools, PoHsmouth. Supt Public Schools, Circleville. 

WM. MITCHELL, M. D. PARKER, 

Supt Pub. Schools, Mt. Yemon. Prin. 2nd Int School, Cincinnati 

M. D. LEQGITT, J. S. MORRIS, 

Supt Pub. Schools, Zanesyille. Supt Public Schools, Eatoa 

MOSES T. BROWN, 
Superintendent Public Schools, Toledo. 

FINANCIAL COMMITTEE. 

B. R WHITE, Chairman. (First five of the Ex. Com.) 
Next Annual Meeting, July, 186L 



CONTENTS: 

Old lerlaa, Vol. 9. H*w ■•rtas, Tsl. 1. 

ILLUSTRATIONS. 

Ban. Runl. Lewi 1 Waatcrn PomI* Coll«n S 

Hob. HvreiRiee B7 Hon. HonM* Muin 9fl 

R«T.P.B.Wilbnr Xi 



ADVBRTISEMBNT3,NEWm.S».MD.»l 
A TUPIU FliK THE PRESENT DAY. 

By RnbC. Allyn 101 

ARITHMETIC hyQ. W.Hi>at~ ITI 

AUTHUKS ANC PCBLI^HEKS. A 

WORD TO »3,3I7 

BOOK NOTICES 
JaNCast.— Modain Ptoilolocy — Ttkch- 



Watnteta DIot'y-RaultbIa Di«t'i-B^ 

aop'a Work 11 

FiBBUitaT.— Towar'i UnnmM— Bintoir 



UUNTULY NEWS. 
JjiNDiar.— Let ilia tiTC—Sankla Cnm. - 

Houn Ccim.-AmaDdmaati lo School 
Cl«TBUiid-iBni»^ifirJV.'...";i"'."; «7 
CloTolkBd— Unaiillo-naBkP.ColbBTa. » 
HBriatM-Sprinafiald-TiBmbull UooaU 

apBUirKM.Wb S> 

FcBBDini.— LntlilftilTa— Libnrr T«i— 

Sohonl Ei'n— Prnf. Eipy « 

BaT.Wm- A. Hollidai— B»b<1an-F>tm- 

ini StudBBtt-SoirDtiOo RipBditioD*- 

Sui rnmiKO— A S utf eilloD ■> 



IV 



CONTENTS. 



MABCH.—LeKislatire— Library Tax— Dia - 
tribation of School Monies— School 
House Sites—Reform School— Deaf and 
Damb Asylum— School Certificates- 
Boys in the Penitentiary 94 

School Tax— Election of School Ex'rs.— 
Portsmouth— East Gleyeland— Sprirg- 

field. S5 

Apbil. — General Assembly — Starling 
Medical College— Boutwell's Resigna- 
tion— Bnirowes' Appointment ISS 

Paineville— Salem— Columbus— Toledo. • 1S3 
Western Reserve Collep^e— Summerfield 
8. S. Conyention-Institutes-Mr. Royce 
Granville -Day ton-Steubenville-Pitts- 

burg^Neorologio 1S4 

JuNB.— Tornado at Cincinnati— Meteoric 

Stones 186 

Springfield — McGonnellsville— Toledo— 

Academies— Xenia 188 

Institutes Held 189 

Institutes to be Held— Antioch College.. 190 
JvLT. — Ohie State Teachers' Association, 

Kailroads-N, T. Association 218 

Cincinnati.. 819 

Dayton— Athens SM 

Western Reserve Seminary— Wsrren 
High School— Spnngfleld-Aenia— Bu- 
eyrus— Kenyon--rerry8buri^Lebanon J2SI 
Dr. E. Thompson— Proi*. John 08den— 
Dr. Hitchcock— C. A. Goodrich— S. G, 
Goodrich— D.H .Baldwin— Butler's Ink. 

Clarks School Visitor 282 

August. — Showing Off— L. L. D's- 
Sprinfffield— G. W. Hough— Robt. Kidd 
— B. P. Lewkosbury— Gorham — Mrs. 
Horace Mann— Tipton— Down East.... 252 
S. W. Normal School— I nstitutes— Buf- 
falo— Am. Institute.... 253 

Seftehber.- Columbus— Worthington— 

Deleware S63 

Dayton — Bellfontaine — Cincinnati — 

SpriDgfield 284 

Urbana— Cleveland— Toledo— Lebanon- 
Montgomery County-Newcomerstown..285 
Ripley— Jefferson— Canal Dover— Penn- 
sylvania— New York— Massachupettt— 
Main, New Hampshire and Vermont. . .286 
Connecticut- The Columbus Review. .287 
OOTOBIB.— Portsmouth— Miss Mary 0. 
White— Teachers' Institutes at St. 

Glairsville— McConnellsville 811 

Warren 318 

ZanesvilLe— Toledo— Newark— N Lisbon.313 
South Charleston— Marietta CoUeffe— 
Cardington School— Sprinitfleld—Xe* 

nia— Dresden 314 

Did You Evei^-Indiana— '*Ho8s" 315 

Illinois— S, A. Douglas— Hoops — The 

State Normal Schoul— Missouri 316 

Michigan— Kentucky- Alabama 317 

Massachusetts 318 

Dbobmbbr.— Columbus— Groveport-Cin- 

oinnati 380 

College Hill-Farmer's College 383 

Hiram- Green l o.— Tippecanoe— Wood 

Co.— McConnelsville— Milan 383 

Toledo — Zanesville — Rem on College— 

Lorain Co.— Wisconsin 384 

Newark— Prof. Griffith— Old Journal of 

Education...' 385 

Kentuck)— Covington — Tennessee 386 

California— Georgia— Indiana .3R7 

New York 388 

MATHEMATICAL DEPARTMENT 

85. 117, 151. 183, 216. 371 
NORMAL AND PROFESSIONAL. By 

E. E. White 47, 81 

OHIO TEACHERS' ASSOCIATION.. 193 



NOTES AND QUERIES 32, 96, 198 

NAMES OF DELEGATES AT ^THI: 

NKWARK MEETING «....2I2 

OFFICIAL DEPARTMENT 

63. ISe. 158, 191. 256, 358 

OUR HOMES. By Jno. Hancock 134 

ONE OF THE NEGLECTED STUDIES. 

By Bobt. Allyn 339 

PAPERS FOR YOUNG SCHOOL MIS- 
TRESSES. 

Teaching in Prospective 73 

A Peep at the KMlty 108 

No. 3 146 

No.4 vm 

PREVAILING ERRORS. By Charles 

Northend 76 

PROCEEDINGS OF THE STATE 

TEACHERS' ASSOCIATION .231 

REPORT OF COM. ON SCHOOLS 88 

RICE. HARVY HON 97 

REPORT OF HOUSE SCHOOL COM...140 
REPORT ON LOCAL SUPERVISION 

OF SCHOOLS. By M. F. Cowdery 866 

REFORM AND REFORMERS. By 

Edwin Regal 348 

STATE SUPERINTENDENTS 58 

SUPERINTENDENTS AND SUPER- 
VISORS. By AUx. Duncan 166. 205 

SELECTIONS. 

Leigh Hunt < 23 

Memory 48 

The Two Worlds 53 

The Poet's Friends ~ 54 

Library Law 59 

Tribute to a Schoolmaster 57 

Spigot Economy 57 

Singular Effecto of Attraction. 80 

My Band and Heart 90 

Dr. Busby 78 

Good Deeds 75 

Speak Gently 78 

A Mother's Influence— Early Training— 
A Clever Definition — Keep to the 

Right 117 

Teachers' Institute 153 

How a Fool may be Known 179 

Purity of a Child's Mind 184 

Natural Compass 804 

Four Kinds of Readers 210 

Scolding 969 

Money Spending. < 274 

The Children's Hour 975 

Memory 976 

Have Taught Some 278 

How to Retain a Good Face 305 

Splendor of Damascus— Census TBker...306 

Hard Reading - 338 

Friday Not an Unlucky Day 344 

Horace Mann— Early Vice 345 

Expression - 388 

Hughs' High School 370 

Hints to Parents and Teachers 371 

Grammar iu Rhjme 373 

THE TRUE TEACHER OF THE HIGH- 
EST TYPE.^ByBeni. W.Dwi«ht.4.35.65 
THE WAY Ta SUCCEED. By Chas. 

Nrtrthend -.. 13 

THE TEACHER'S DISAPPOINT- 
MENTS. By Linda T. Guilford 199 

THE COMING MEETING AT NEW- 
ARK. By E. E. White 901 

TEACHING ASPIRATIONS. By Har- 
vest Home 878 

THE TRUE TEACHER 358 

WESTERN FEMALE SEMINARY...... 33 

" WHO IS SUFFICIENT." By Mabel 

Loyd 181 

WILD FLOWERS. By Hon. H. Rioe...894 
WILL IT PAY 1 By Jno. Han'^ock 353 



THE 

OHIO 



EDUCATIONAL MONTHLY 



JANUARY, 1860. 



Old Series, Vol. 9, Ho. 1. New Series, Yol. 1, Ho. 1. 



SAMUEL LEWIS. 



BY W. T. COGGESHALL, 



In September, 1846, I went to the Court House in Akron, 
Summit County, to hear the Liberty party candidate for the oflSce 
of Governor of Ohio, discuss the political issues of the campaign. 
The large court room was crowded. The speech, which occupied 
nearly three hours, was an impassioned appeal, rather than an ar- 
gument. It was not without facts in political history and econ- 
omy arrayed with logical skill, but every one had a moral bear- 
ing, and all were presented with such persuasive earnestness — 
such deep seated emotion, that old men and old women — ^young 
men and young women wept together unconscious of their tears. 
I was deeply impressed. My heart was won for the cause and for 
its advocate. 

Two years later, having removed to Cincinnati, I joined what 
in the winter of 1848-'49 was called The Reform Club^ because 
Samuel Lewis was a member and often spoke in it. 

Its meetings were devoted to discussions and conversations on 
topics which, in the opinion of one or more members, involved 
plans or principles calculated to enlighten and elevate human so- 
ciety. There were several superior talkers in the club, but Mr. 



2 THE OHIO EDUCATIONAL MONTHLY. 

Lewis, though cares and labors had seriously impaired his health, 
was the acknowledged leader, ffis charm of manner, the justness 
of his views and the earnestness of his purpose, caused him to be 
heard not only with interest and pleasure, but with affectionate 
reverence. Whenever he spoke all present gathered near him — 
often so near, that if he made a gesture, he touched their gar- 
ments. When he failed to attend, the club meetings were com- 
paratively dull. The fluent speech and winning manner which 
Mr. Lewis displayed in that club were recognized early in his life. 

He was the son of a sea captain, and was born at Falmouth, 
Massachusetts, on the 17th of March, 1799. The common rudi- 
ments of an education were not all within his command in boy- 
hood, but he loved to read and write, and being a studious and 
conscientious lad, at ten years of age he was a member of the 
Methodist Church. Before he was twelve years old he had at- 
tracted attention as an exhorter. 

His father having met reverses in seafaring removed to the 
West in 1813. He settled on a farm near Cincinnati, and when 
Samuel was fifteen years of age hired him at seven dollars a 
month to a neighbor who had the contract for carrying the mail 
between Cincinnati and Chillicothe. Samuel was the mail boy for 
nearly a year. Seven days on horseback, and at certain seasons 
of the year, two nights, were required for the trip. Samuel met 
all the dangers and fatigues of his journeys uncomplainingly, but 
when an opportunity was offered him to go with a party of survey- 
ors into Indiana, he gladly accepted. He had been in the forest 
but a few months, however, when he determined to learn a trade. 
He engaged himself to a house carpenter, serving out his appren- 
ticeship with industry and intelligence he became a respected 
workman. No opportifnity to improve his mind, had escaped him 
from the time he was first permitted to go with his father on 
coasting voyages, until he became a journeyman carpenter. No 
enticements of idle or vicious boys or men, had ever led him, for 
one hour, from the faithful pursuit of whatever duties had been as- 
signed him, consequently he was not only respected for intelli- 
gence, but was honored for his upright deportment and for his 
freedom from vulgar associations. 

The enlarged views of society, which reading and reflection had 
given him, inspired an ambition for a wider sphere of action. He 



SAMUEL LEWIS. 3 

determined to study law. He was then, in 1819, twenty years of 
age. He had paid his father, for his time, $50 a year for five 
years, and must pay him $50 more for the year yet to transpire 
before his majority. On account of his honesty and available in- 
telligence he was given a clerkship in the oflBce of the clerk of the 
Court of Common Pleas for Hamilton County. His salary was 
$30 a year and board. He boarded himself and was allowed for 
it one hundred and twenty-five dollars. 

He has often said his diet was literally bread and water and his 
raiment the cheapest he could purchase. He worked faithfully all 
day at his clerk's desk and studied his law books only at night, 
yet in April, 1822, was admitted to the Bar with encouraging com- 
pliments by his examiners. His industry, intelligence and probity 
were known to many influential men, and he immediately obtained 
a lucrative practice, out of the profits of which he purchased his 
father's farm and assisted to educate his brothers and sisters. 

He was distinguished as an advocate and was much sought for 
as a speaker at public meetings. He had so closely identified him- 
self with good works that when, in 1830, William Woodward, at 
his advice, endowed the College which is now k-nown as Wood- 
ward High School, Mr. Lewis was appointed Life Trustee, and 
had the chief direction of the funds and plans. He was an early 
and active member of the Western College of Teachers, and when 
in 1837, through the influence of members of that Association, the 
office of Superintendent of Common Schools for Ohio was created, 
the unanimous voice of educational men was for Samuel Lewis. 

He was Superintendent during 1887, 1838 and 1839. He in- 
fused new life into the school system, and gave wholesome direc- 
tion to public education — ^he prepared and procured the passage 
of an adequate law — protected the school lands from alienation — 
secured a State Fund of $200,000 — saw school houses improved — 
the standard of qualification for teachers elevated, and the time 
for keeping open schools prolonged. He laid the foundation for 
schools higher in grade — secured increased wages for teachers, 
and procured the employment of women more generally. In 
1837, the year he was first Superintendent, $317,730 were paid for 
tuition. In 1839, $701,091 were paid. In the same time the 
number of schools increased from 4,336 to 7,295, and the number 
of scholars from 150,402 to 254,612, and the number of months 



4 THE OHIO EDUCATIONAL MONTHLY. 

taught, from 22,168 to 29,199. The cost of school-houses built 
in 1833 was $61,890 ; in 1839 it was $206,445. 

When Mr. Lewis resigned his office, in Dec, 1839, it was con- 
ceded among all classes of men, who were acquainted with his 
self-sacrificing labors, that his speeches, reports and articles in 
the School Director^ which he conducted and published by State 
authority, had been the instruments of a general school reform. 
The parents and children of Ohio owe Mr. Lewis a debt of grati- 
tude which should make his memory precious to them all. 

He died on the 28th of July, 1854, and was mourned as an 
honest man, an eloquent advocate for popular education, and 
moral and political reform ; an exemplary citizen — a devoted hus- 
band and parent. His wife, to whom he was married in 1823, 
and one son and daughter survive him. 



4 

THE TRUE TEACHER OF THE HIGHEST TYPE. 

BY BENJAMIN W. DWIGHT, OF CLINTON, N. T.* 

There is, as is everywhere known, and by none so well as teach- 
ers themselves, but little intensity of interest felt in high and true 
views of education. Religious, ecclesiastical, political and mone- 
tary matters, and even the pettinesses of social gossip, kindle ex- 
citement in every community ; but the educational necessities, 
crises, forces and movements of the age : — who knows anything 
of them ? "VVho cares for them ? Who even recognizes their ex- 
istence, as a great essential part of the fabric of society ? It is a 
sad evidence indeed of the wide spread want of a high and pure 
Humanity, that those interests which Heaven magnifies as the 
only real ones of earth, both for what they are in themselves and 
as being the proper end and issue of all the other appointed ele- 
ments and influences of Time, should be not only quite unappre- 
ciated, but almost even unrecognized as such among men. Soci- 
ety must reach a far more perfected state of development than 
now, before moral and intellectual claims shall find their proper 
elevated rank among things material and visible. 

* Author of the Higher GhriBtlan lEdocatiOD, and Uodera Phflologj. 



THE TRUE TEACHER OF THE HIGHEST TYPE. 5 

But nowhere is it so needful that the true glory of the teacher's 
vocation should be seen and felt to be what it is, as among teach- 
ers themselves. So unconsciously and yet strangely imitative are 
all men of each other, and so magnetically sympathetic, that they 
everywhere live in groups and move in masses, not only in their 
outward but also in their inward life. This law of gregariousness 
is as manifestly at work through all the external elements of so- 
ciety, as is the law of habit throughout the interior mechanism of 
the mind ; in order to strengthen our power of action, by increas- 
ing its volume in the one case, as by increasing its facility and 
certainty in the other. In all occupations accordingly earnest 
thinkers irresistibly leaven others with their ideas. Leaders there 
are and there must be even to flocks of birds and swarms of bees 
and herds of beasts ; and leaders always in like manner thrust 
forth themselves in one shape or another, as if by an inward di- 
vine instinct, in every form and degree of social activity. And, 
as, in matters of mechanical skill we search most eagerly for the. 
workmanship of those who are masters of their art ; so, in our 
opinions we involuntarily turn for illumination towards those who 
stand at the central point of light and action, and wield the en- 
ergies that are gathered there. He therefore who would have 
others magnify his office, must magnify it himself. No men in 
monarchial countries are estimated so highly as those who attend 
to State affairs, because they themselves have for many genera- 
tions set such an e^imate on the privileges and powers of their 
position ; and, among our own free democratic institutions, no pro- 
fession stands in such honor for general deference to its claims, as 
that of the ministry, the incumbents of which are so frank and 
frequent in magnifying their vocation beyond all others. But 
alas ! how few educators seem to have any high mastering sense 
of the splendid possibilities of their calling ! How very few have 
entered upon it with any large-hearted, heroic, life-long, choice of 
its duties and labors. As this noble profession, which however 
scarcely any one yet thinks of so describing, is so depreciated in 
the public regard, those, who have for various reasons entered 
upon it seem, many, if not most, of them to have accepted it as a 
sort of forlorn hope : not for the grand purpose indeed, well wor- 
thy of their ambition, of bearing erect its banners now trailing in 
the dust, with shouts of victory in the end before the eyes of all 



b THE OHIO EDUCATIONAL MONTHLY. 

men ; but as a dernier resort, where they may find a safe retreat 
from the disappointment with which they meet everywhere else, 
or at best a quiet watch-tower, where they may look and wait for 
something better in the chances and changes of the times. But 
as no human hands can damage or help the church, save those 
which are in it ; so none can depress or elevate the divine calling 
of the teacher, except those who are its standard-bearers ; and in 
the low general estimate of this most needful of all public voca- 
tions for the perpetuation of the advancement of society, we see 
revealed as in a mirror a true image of their own low estimate of 
its worthiness, for the most part, who have been hitherto its man- 
agers. 

There is certainly no finer field for genius, in which to carve 
out great plans or to perform great deeds than that of education ; 
and the wonder is that no more of those higher minds, which God 
has purposely made seers for the rest of their generation, seem to 
have any deep quickening insight of this truth. Surely the age 
has never before been, in which there were so many and so great 
necessities and opportunities for acting the patriot, philanthropist 
and hero as this ; and there is no calling in it equal, for the whole 
assemblage of its forces influences and issues, unless it be that of 
the true, manly, earnest. Christian Statesman, to that of the ac- 
complished and devoted Christian teacher. To act the great man 
is as much nobler than to describe one, with whatever power of 
the pencil or the pen, as a man himself is nobler than his picture 
or his shadow. And what spot on earth is so favored, in which to 
act the "hero, as that in which not only all the sentiments and 
deeds of the most magnanimous soul have at all times full scope 
and stimulus for their highest activity ; but when also the indirect 
influence alike and the direct effort are, to form a procession of other 
heroes in annual succession ? How delightful thus to plant one's 
higher self in the fertile soil of other minds and younger hearts, 
quick with natural instincts from above to catch and grow such 
immortal seed. To cultivate with sublime appreciation, and stu- 
dious skill, and prayerful yearnings of desire for the right result, 
a harvest, a great and glorious harvest, of true and noble hearts 
that, long after one's own passage to the skies, shall stand up for 
good to others and for honor to themselves upon the earth, ready 
with manly courage for great crises, yet not waiting for them, but 



THB TRUE TEACHER OF THE HIGHEST TYPE. 7 

making it the very pulse of their daily life, to be good and to do 
good in all the varied unfoldings of life's little experiences, activ- 
ities and influences : — this, is the divinely privileged employment 
of the true teacher. Who can overestimate its significance ? And 
what angel might not covet it for his own ? 

If any one upon earth should be in fact a model-man, it surely 
is the teacher : since what he is, he will, even without aiming to do 
80, and much more, if persistently and skillfully striving for such 
a result, make others to be. Since also by the very terms of his 
calling, he is at work upon those who are to be in reality or in 
form above the uneducated rabble, and therefore to rule them by 
the force of their ideas and example : whatever influence he does 
exert is to be reflected over and over again, for good or evil, from 
the lives and characters of multitudes whom he has made what 
they are and should be, or misguided and perverted from what 
they might have been. With or without his will, his character 
will be carefully used by many as a model for themselves ; and he 
should of course be one that not only may be safely copied over 
and over again ; but also one that will, with skill and power and 
eagerness of desire, undertake himself to form and fashion them 
into the likeness that they should possess. 

And how emphatically is the teacher a representative man to 
his age : since his character is the seed of so many other like 
characters, which are to remain as a multiplied curse or blessing 
to the world, long after the life out of which they grew has per- 
ished ; and if he is a true man he himself feels it, as an aggrandiz- 
ing element of his daily life, that in his own personality as an 
unit is thus wrapped up a thousand fold increase, in the next gen- 
eration, of the same style of manhood that he now possesses. If 
not therefore " a man of destiny,'' in the sense in which Napoleon 
so often spoke of himself; in a how much larger and more solemn 
and grand sense, is he, in the Bible- view of life, as he initiates and 
directs such a vast increasing flow forever of great influences and 
results, a man of destinies : destinies indeed immensely huge in 
their proportions ! What invisible keys of fortune and of fate car- 
ries he at all times about with him, with which to open or shut 
forever, beyond any of the mysteries of legerdemain for wonder, 
the portals of fame or honor, or of riches, pleasure and power ; 
and more, oh how much more, of usefulness, goodness, nobleness, 



8 THE OHIO EDUCATIONAL MONTHLY. 

holiness and Heaven ! While customs, traditions, laws, institu- 
tions and books transmit the ideas discoveries and improvements 
of one age to another ; yet teachers, from whose living hearts and 
tongues the electric fire of truth and love may run with freer 
scope and fuller flow and stronger tide into other hearts, already 
waiting for the blessing : hearts which they shall not only touch 
and impress and mould, but whose inward tastes and impulses they 
shall quicken and control : — these, are the greatest of all convey- 
ancers of the treasures of each generation to the one succeeding. 
Power is in all cases an expression of intelligence, or of some 
being near or remote, voicing its before unuttered wishes in speech 
or action : so that everything now visible is but the fixed, abiding 
product of some Determining Power ; and its very fixedness is as 
truly one of the expressions of that Decisive Will, as was its first 
bursting forth into existence. Power is therefore, like the mind, 
viewless except in its results : as it is the mind itself in a state of 
active energetic effluence, or, which is the same thing, the will 
putting its choices into eflfect. The highest realm of its agency is 
among things metaphysical and spiritual in its influence on human 
character and through it on human destiny. Moral power, al- 
though compassed about with contingencies, since by the necessity 
of its definition it can be exercised only upon moral beings, who 
have as such in all their actions the liberty of choice to the con- 
trary, is as much higher than physical power as mind is higher 
than matter ; and that form of it is noblest of all for hight and 
breadth and strength, which is employed in the production and 
confirmation of the divinest elements and styles of human charac- 
ter. As a medium therefore of the highest power for good to 
mankind, no employment can surpass in dignity that of the teach- 
er : in dignity I say with purposed phrase, for nothing is dignified, 
as the word itself signifies, which is not of worth to men, or "wor- 
thy" of respect for its utilities. And how wonderful are the out- 
ward adaptations of his calling for productive efficiency : in the 
almost adoring confidence, with which those who voluntarily 
gather at the feet of a faithful and skillful teacher naturally wait 
for light and law at his mouth ; as well as in the all constraining 
force of the instinct of imitation which is ever active towards him : 
so that he holds a readily accorded kingship over his happy sub- 
jects, and is almost idolized by them as an exemplar. 



THE TRUE TEACHER OF THE HIGHEST TTPE. 9 

It is certainly an interesting question in itself, and urgent in 
all its relations : how may one standing in such a place of intel- 
lectual and moral power best acquit himself in it ; or, how may he 
best meet aU the responsibilities, and best wield all the forces, be- 
longing to his highest of human employments. It is a question, 
the right solution of which greatly concerns not himself alone, but 
also the whole community. 

Consider then the elements which enter into the composition of 
the true teacher of the highest type. 

First. Personally, as a man. 

All true human excellencies and distinctions are personal and 
not official, interior and not extrinsic, the product of our own en- 
deavors and not the bestowal of others, the growth of years of 
high. aims and great efforts, and not the incidents or accidents of 
an hour. There is no endowment for worthily filling any place, 
or worthily undertaking any enterprize, like real individual man- 
hood. The world has but two actual wants : real manliness and 
real godliness, yea rather in a truer interpretation, only one ; 
since true manliness and godliness are but the same inward style 
of character, shining forth in the one case earthwards, and in the 
other case heavenwards. Let but our teachers be one and all true 
men in their age, and for their age, and neither they nor their 
great cause will long fail of success or glory. 

I. What then must be his mental and moral tastes, as a true 
and cultivated man ? 

1. He must have a high appreciative relish for mental and 
moral pleasures. 

Men who have no strong controlling preference for one style of 
pleasure more than another are at the best but men of weak char- 
acter, and by necessity of feeble thought ; and they whose likes 
and dislikes have no law but their own caprice, or whose mental 
excitement is inflamed towards unworthy objects, are strong, if 
strong at all, only to do evil. 

So constant and so great are the uses of high divine sentiment 
in his work, that the teacher of all men should be ever fledged 
with thoughts and 'feelings prompting him to soar. That atmo- 
sphere of gross uninspired and uninspiring conceptions, which is 
so apt to gather as a thick haze around th^ hearts of the material 



10 THE OHIO EDUCATIONAL MONTHLY. 

workers of the world, will stifle all his greatness of soul, if he re- 
mains willingly in it. So subtle, determinative and perpetual is 
the contact of his inner being with that of the young formative 
hearts whose destiny he is shaping ; and so electric and magical 
is the influence diffused at every point of bis many relations to 
them ; that a seraph's strength of intellect, purity of purpose and 
fiery zeal would seem to him none too great qualifications for his 
work. 

It is not for material prosperity in life that a true teacher means 
or desires, to train his pupils. He does not take his guage of 
success himself, from any commercial measures of loss or gain, 
nor conceive of man as but a skillfully devised, movable, machine 
for grinding time and opportunity into gold. Nor does he think 
of fitting them to make at all hazards a gilded external show in 
life, as if brilliant action on the world's brief stage were the end 
of education ; but to develop and perfect the mind and heart to all 
nobleness of aim and achievement : — this is his calling. He must 
therefore himself relish mental and moral pleasures keenly, if he 
would impart to them such a relish ; and he must be ever grow- 
ing consciously in mind and heart, if he would have any of that * 
catching enthusiasm for the attainment of the highest prizes of 
life, which, more than any other element of his preparation for his 
work, will enable him to fire them with a similar estimate of their 
value, and a similar spirit of endeavor to obtain them. 

(1.) He should be ever eager for the acquirement of new 
knowledge. 

By this is not meant any unreflective fondness for adding mere 
isolated facts of whatever kind, without reference to their inward 
connections or outward uses, to the store of his ideas ; but studi- 
ous zeal to know more and understand more of the great outside 
realm of things as they are, since, as being an evolution of the 
Deity they are so far full of His wisdom power and love ; and to 
know them not only in their visible aspects as grand or beautiful 
or good, but also in their inward correlations of dependence and 
design, as streaked everywhere within and without with a great 
Divine plan : in all their imposing outlines of scientific or philo- 
sophic order, and at the same time in all the deep contents of 
their moral significance, as parts of God's great scheme of Re- 
demption, in which they find the common basis of their existence 



THE TRUE TEACHER OF THE HIGHEST TYPE. 11 

and the one grand explanation of all their mysteries and wonders. 
Ever new knowledge of such a true sort, received in such a true 
way, is delightful indeed, both because the elements of knowledge 
were made what they are, or employed as they are, in the consti- 
tution of the universe by its infinitely loving and infinitely joyous 
Maker, on purpose to give profit and pleasure in their survey and 
their use ; and because also the soul itself has been made by Him 
to be happy in " seeing Him as He is," and in " being with Him 
where He is ;" and, when the privilege of such immediate compan- 
ionship with Him is withheld, in seeing His image in His works 
and communing with Him, in the open temple of His everywhere 
felt although unwitnessed presence. The inner eyes of the mind 
as instinctively crave knowledge, as do the outer ones of the body, 
light ; and in a still higher sense than the bodily functions are 
they so fashioned as, when finding their proper end and use, to be 
full of gratification. The instinct of curiosity has been given to 
us to impel us to the pursuit of knowledge, as was the appetite for 
food to lead us to seek for its supply. Each new item of know- 
ledge furnishes an additional part to our conceptions of the uni- 
verse as it is : making our little picture of it in our thoughts more 
complete as an image of the great reality. Each new point also 
that we gain for viewing its inward elements and laws ; for which 
its whole outward sweep of physical facts and forms is but a tem- 
porary system of manifestation ; and which has been put together 
as it is by that Great Being, who can do nothing by piecemeal, or 
make anything isolated and disjointed and so, imperfect; but who 
had a plan before He had an universe, and who made accordingly 
the universe itself, as but the scaffolding for the erection and 
establishment of that great inward plan within it : is a new point 
gained for a larger and truer comprehension of the glory of our 
own natures as revealed in the vast varied and splendid array of 
things purposely contrived for their use improvement and enjoy- 
ment. The only real measures that exist, for ascertaining the 
amazing possibilities of the future to each of us in our own being, 
are the gorgeousness of the physical universe as it now is, as fur- 
nishing a mere primary lesson to us on the subject ; the love and 
wisdom, beyond our poor comprehension, united in the great work 
of redemption for us ; and the very infinite nature of God Himself, 



12 THE OHIO EDUCATIONAL MONTHLY. 

in wtose image we are made and for whose company forever, in 
ever increasing fullness of resemblance. 

Any and every addition to our knowledge in these varied direc- 
tions, rightly gained and rightly used, serves to enlarge and invig- 
orate all the nobler elements of thought and feeling and action 
within us. And as to the visible universe, of which by the aid of 
the senses, the thoughts of most men are much more definite than 
of the other grand gauges and mirrors of the Divine patent of our 
nobility, how easy is the thought for any one, that, if the outer 
framework for the execution of God's great plan of all things be so 
magnificent, as is the whole bright sidereal universe, even as we know 
it who know so little of it, what then must be the exceeding glory 
of that plan itself. When its topstone shall be put on with shout- 
ings, as in some day near to God it will be, the whole present ma- 
terial array of things will, as we are taught in many passages of 
Scripture, be dissolved by His hand from view, to be replaced by 
a better physical universe for the evolution of still higher parts of 
the Divine Plan, for which the frame of things that now are is al- 
together inadequate. Thus the Bible theory of all things is grand 
indeed : everything in the universe is a piece of Divine wisdom,^ 
the product of Divine love, set where it is and as it is by Divine 
plan, and upheld in existence continually by Divine power. All 
is from God and for God : all is also for man, and to be transposed 
in the end by Heavenly Alchemy into man. With strict philo- 
sophical, as well as etymological, propriety do we therefore call 
the laws, processes and operations of mature facts, or things done 
(facio) ; yes done by a Divine hand for a Divine end. And all 
supposed or pretended knowledge is true and real, in proportion 
as it corresponds in tone and influence with the true Christian 
philosophy of the universe. And knowledge gained with such as- 
pects and in such relations brings far different exhilaration and 
stimulation to its possessor from any other fancied knowledge that 
is shorn of such elements. The joy of new knowledge accordingly 
and its power are various in different minds, according to two 
guages of measurement : their habit of insight into the moral rela- 
tions and utilities of the knowledge that they gain ; and their 
habit of profitable improvement of their own increasing knowledge 
to the great practical ends of life for themselves and others. It 
is lamentable indeed that so many mean by the pleasure of ac- 



THE WAY TO SUCCEBD. 13 

quiring knowledge, like most who speak of the pleasure of earnest 
industry, only the mere incidental gratification of mental activity, 
such, . without reference as to any appreciation of the highest 
and most inspiring objects of all such activity. 

[to be continued.] 



THE WAY TO SUCCEED. 

BY CHABLES NORTHEND.* 

. The call for well qualified and earnest teachers was never be- 
fore so great as at the present time, — and the increase of the num- 
ber of efficient instructors merely serves to increase the demand 
for more of " the same sort." Communities which have always 
received the services of poorly qualified teachers are usually satis- 
fied from the fact that they have never had the opportunity for 
noticing the difiierence. Our opinions and judgments are often 
formed by contrast, and without the means for making this we can- 
not truly appreciate the true worth either of an article or individ- 
ual. In persons and things there are grades of qualities. An 
article may in itself seem good and right to one who has seen 
nothing better, and yet when brought into comparison with more 
complete specimens, its character and value will assume a much 
lower position. It is equally so with individuals and particularly 
with teachers. If the people of a district have long received the 
services of a teacher of very limited attainments and moderate ef- 
ficiency, they may rest satisfied simply because they are in "bliss- 
ful ignorance" of their true condition, but when the spell is once 
l^oken and they are brought to see the happy results attending 
the efforts of a teacher of the true stamp, they will never again be 
satisfied with one of an inferior grade. Hence it is true that an 
increase of the supply augments the demand. The number of 
districts is yearly increasing in which the right talent is better ap- 
preciated and more in demand. 

* Author of TMchar and Parent, and Teachon* AalBtant. 



14 THE OHIO EDUCATIONAL MONTHLY. 

But, says one, " I have been teaching several years and I can- 
not succeed in obtaining any better situation now than I had 
when I commenced. I have heard much about the increasing call 
for teachers and the liberal pecuniary inducements offered, but I 
do not believe one word of such talk. A few only secure good 
situations and they depend upon some extra efforts of their friends." 
For many years we have watched the operation of matters and we 
cannot abandon our opinion that good teachers were at no previ- 
ous time so well appreciated and rewarded as they are at the pres- 
ent time. It is undoubtedly true that occasionally an incompe- 
tent and undeserving teacher gains an eligible position, while his 
really more deserving rival is left unemployed. But such eleva- 
tion and such neglect will prove only ephemeral. True merit will 
sooner or later attract attention and secure true promotion while 
the temporary exaltation of the undeserving will only result in 
certain abasement. 

Our position is that the business of teaching opens an increas- 
ingly extensive field for usefulness and pecuniary compensation, 
to those who are truly deserving. But it should not be forgotten 
that success and prosperity do not come of themselves. As fail- 
ure is usually the result of inability to manage, or error in man- 
agement, so success usually attends well directed ability. 

When we hear teachers complaining that they are not properly 
appreciated nor properly rewarded, we shall find, almost inva- 
riably, that the fault is in themselves and not in their employ- 
ers. If one enters upon the business of instruction with a feeling 
that his qualifications cannot be increased, and with the impression 
that teachers' meetings, institutes, educational books and periodi- 
cals are of no avail to him, he will not rise either in true merit or 
in the estimation of the community. But to him who enters the 
profession with an abiding conviction that the work before him is 
a noble work, — ever calling for higher qualifications, newer aspi- 
rations and more entire devotion, personal and professional im- 
provement will be made and true elevation and deserved compen- 
sation will follow. 

Again, if one engages in teaching with the impression that his 
entire duty will be performed and his entire responsibilities met 
by devoting six hours daily, to the work of the school room, he 
will neither increase his qualifications nor rise in the estimation of 



THE WAT TO SUCCEED. 15 

the public. But he whose plans^ energies and time are wisely and 
earnestly given to the good of his school and of the community in 
which he is called to labor, will become a growing man in his pro- 
fession and his services will be duly honored and generously re- 
warded. There may be exceptions to these, but they will prove 
mere exceptions and of rare occurrence. The truly deserving 
may for a time suffer from neglect and lack of appreciation on the 
part of the public, but it wUl be only for a time. True merit com- 
bined with persevering and judicious effort will, in time, lead to 
true exaltation and success. 

To the teacher who would hope to succeed, we would say : Be 
always learning yet never feel that you are a paragon of wisdom. 
Be active in aiding all the educational operations of the day so 
far as possible. Aim daily to promote your own improvement 
and rejoice daily in the improvement and elevation of your bro- 
ther teachers. Be devoted to your work and let pupils and pa- 
rents feel that your time and talents and acquirements are con- 
stantly devoted to their good and their improvement, and that in 
all proper ways and at all suitable times your words, example and 
influence shall be used for the good of the rising generation, and 
you will neither lack for friends, for appreciation, nor for compen- 
sation. The earnest, growing teacher will surely come to be in 
demand whUe the anti-progressive one will be left to occupy some 
subordinate position. 



Follow the Right. — ^No matter who you are, what your lot, 
or where you, live ; you cannot afford to do that which is not right. 
The only way to obtain happiness and pleasure for yourself, is to 
do the right thing. You maj^not always hit the mark ; but you 
should, nevertheless, always aim at it, and with every trial your 
skill will increase. Whether you are to be praised or blamed for 
it by others ; whether it will seemingly make you richer or poorer, 
or whether no other person than yourself knows of your action ; 
still always, and in all cases, do the right thing. Your first lessons 
in this rule will sometimes seem hard ones, but they wUl grow 
easier and easier, until doing the right thing will become a habit, 
and to do wrong will be an impossibility. 



16 THE OHIO EDUCATIONAL MONTHLY. 



GIVE US LIGHT. 

BY HON. HARVEY RICE. 

At, give us light, more light to cheer 

Our footsteps onward still ; 
Welcome the star, whose bright career 

Doth ^ing o'er vale and hill 
Light — more Light ! 

Methinks I hear the toiling mass, 

Who sweat to pamper pride. 
Whisper with murmuring lips, " Alas ! 

And why are we denied 

Light — more Light?" 

list I how like the startling wave 

That breaks on ocean's shore. 
The voice that wakes the mental slave, 

Who hardly dares implore 
Light — more Light ! 

True men are they, with lips unsealed, 

Men of unfettered mind, 
Who seek the light, as 'tis revealed. 

In Nature's teachings kind. 
Light — more Light! 

While Truth her glorious banner waves 

From high celestial walls, 
Strong men will rise, e'en from their graves, 

To catch the light that falls ! — 
Light — more Light 1 




\1^}^ 



REPORT OF SCHOOL COMMISSIONER. 17 



EXTRACT OF REPORT OF SCHOOL COMMISSIONER, 

FOR PAST SCHOOL YEAR. 

My transactions in regard to school libraries, for the last school 
year, properly belong to the Report now made. The business 
relating to this subject, was aU performed during the period cov- 
ered by this Report. But since I anticipated this subject in my 
report for the previous year — stating transactions at considerable 
length — ^I shall not on this occasion go into details, to an extent 
which might be deemed requisite, were this the first presentation 
of the matter. Indeed, little would necessarily now be said, were 
it not that to another General Assembly than that last year in ses- 
sion, this Report is rendered. 

BOOKS SELECTED. 

Inasmuch as complaints had been made that the library law left 
the selection of books exclusively to the judgment of the Com- 
missioner, giving the people no voice in the matter, I thought it 
best to take away occasion, so far as I could, for this objection. 
Accordingly, by circulars, numerously scattered throughout the 
State ; by extensive correspondence and by personal consultations. 
I endeavored to ascertain the opinions and wishes of the people in 
regard to the books to be purchased. Aided by counsel thus ob- 
tained, and having given all the time that I could command to a 
careful examination of books, the works which were finally selected 
were such as I had reason to believe would both please and bene- 
fit those for whom they were designed. That in every case the 
best book was selected, it would be folly for me to claim. Except 
in regard to two or three books, I have not yet heard one word 
of complaint ; and in regard to these two or three, it is proper 
that I should say that, so far as I am informed, objections have 
been made but by few individuals. And while I do not think that 
these few works are seriously objectionable, I am free to acknowl- 
edge that upon more careful perusal, I think that the complaints 
made were not entirely groundless. Of at least forty-nine fiftieths 
of the books selectea, purchased and distributed, I have heard 
nothing but commendations ; and I believe that I am fully autho- 
rized to say that they have met the wants as weU as the acceptance 
of the people. This opinion I can express without immodesty ; 
since I give to others a large share of the credit which may be 
due in the case. 

In one particular, I think that I committed a mistake ; though 
in regard to it no word of complaint has reached me. I refer 
to the fact that the proportion of strictly juvenile works is smaller 
than, npon reflection, I judge that it should be. But this deficiency 
will be remedied in my selections for the present year. 

2 



18 THE OHIO EDUCATIONAL MONTHLY. 

But since I herewith furnish a catalogue of the books distributed, 
I need not further dwell upon this point. Permit me, however, to 
mention that the books in this list run from ten to sixteen hundred 
and fifty in number ; the small numbers going only to our larger 
towns. If the absence of certain works of high value shall excite 
inquiry, permit me to intimate that it is highly probable that such 
books were previously in the libraries. 

PURCHASE OF BOOKS. 

In regard to the manner in which the books were procured, the 
prices paid, the style of manufacture, including binding, I beg 
leave to refer you to the report of last year. You will there find 
that tlu3 contract for supplying the books was awarded to the low- 
est bidder. I do' not deem it at all necessary to spend time in 
defense of the contract made ; as I am fully persuaded that it has 
met the approval of nearly if not quite all those who have given 
it consideration. I do not recollect to have heard from any quar- 
ter a complaint in regard to the rates at which the books were 
furnished. To this day I have not heard of another publishing 
house which would have accepted the contract upon the terms 
made with the Messrs. Appleton. And no parties, well informed 
in regard to such matters, have claimed that the prices paid left, 
over and above expenses incurred, any considerable profit to the 
contractors. 

It is proper that I should here state that the conditions of the 
contract were faithfully performed. I never discovered the least 
desire or purpose on the part of the contractors to omit doing all 
that the contract called for. In every particular the work was 
performed to my acceptance ; and in the estimation of competent 
judges, no ground was left for complaint. In all my transactions 
in behalf of the State with them, the Messrs. Appleton have 
evinced a spirit of fair and honorable dealing. 

Before accepting their performance of the contract, I appointed 
Messrs. Mason Brothers and John W. Ladd, to examine the books 
and thoroughly to scrutinize the binding ; comparing it with what 
the contract required. They performed the service, and reported 
through the following certificate : 

"New York, March 31st, 1859. 

At the request of the Commissioner of Common Schools for 
Ohio, we have carefully examined the books at Messrs. Appleton 
& Co.'s, recently bound for the Ohio School Libraries ; and we 
express the fullest satisfaction with the manner in which the work 
has been performed. In durability and neatness we have never 
seen the work equalled, by any for a similar purpose. 

We have also examined the contract for these books, and par- 
ticularly article 3d, and are satisfied that the terms have been fill- 



REPORT OF SCHOOL COMMISSIONER. 19 

filled in every respect. Indeed, we think that in all the details, 
the books are actually much better bound than was necessary to 
comply with the contract. MASON BROTHERS, 

JOHN W. LADD." 

RECEPTION OP THE LIBRARIES. 

In leaving this subject, I may mention that the quality of paper, 
the printing, and, especially, the style of binding, have, in loca- 
tions from which I have heard on the subject, been approved. 
The following extract of a letter from the Auditor of Delaware 
county, is a fair representative of the public opinion which has 
come to my knowledge : 

" It gives me pleasure to state that the library books sent to 
this county by you last spring, were far superior to any in former 
years received. That a more choice selection of reading matter 
had been made, and a better quality of binding secured, was the 
expressed opinion of the different school oflScers who received 
them from my hands." 

That the books have been made useful, there is abundant testi- 
mony. A prominent gentleman in Cincinnati writes : " Our 
library is more popular than ever. The drawings for the past 
year reach 90,000." 

In the recent published annual report of the schools in Akron, 
the Superintendent, Mr. C. T. Pooler, says, when speaking of 
library matters connected with those schools : " This large library 
contains the choicest selection of interesting and valuable books, 
admirably calculated to awaken an interest, and to form an ele- 
vated taste in the choice of reading matter in the minds of scholars 
of all ages. And it is exceedingly gratifying to me to be able to 
report so favorably upon the utility of the liberal system adopted 
^by the State, in presenting these treasures of knowledge and val- 
uable information a free offering to all. 

The number of volumes drawn during the year by Gram- 
mar and High School pupils, is, - - - - 1,930 
Number drawn previous year, - - - - 1,652 

Increase, 278 

This increase has been made upon a diminution in the number 
of scholars." 

From information which I am constantly receiving, no room is 
left for doubt that, whene^ver the law has been wisely and faith- 
fully executed, the books are exceedingly useful ; and the library 
system is increasing in popularity. Thousands of our youth and 
citizens are reading the histories of Mitchelet, Hume and Macau- 
ley ; of Bancroft, Prescott and Irving ; the best of works on agri- 



20 THE OHIO BDUCATIONAL MONTHLT. 

culture, science, literature, biography and poetry ; who, but for 
our library system, would have no opportunity for their perusal. 

And who can estimate the value to individuals and to the State, 
of the improvement in character thus secured ? How many but 
for these books would have spent the time, now so pleasantly and 
profitably occupied in reading, in idleness ; or in acquiring vicious 
habits. By means of these books, how many young souls may 
have pulsated with new ideas of life's duties ; how many young 
hearts throbbed with new and noble purposes. From how many 
young minds may the error which had just begun to take root, 
been eradicated ; and the incipient vice washed out. 

And does not this rise in intelligence and moral tone, more than 
compensate the people of the State for the one cent tax upon each 
one hundred dollars of property assessed ? Could a more profit- 
able investment be made by the people of Ohio of the l-10,000th 
part of their wealth ? 

But it may be replied, that if people want libraries, let them 
supply themselves with books, without the intervention of law. 

To this I answer, that the idea involves an impossibility. A 
majority of the people of our State have not the means for provid- 
ing themselves with one-half the books which they desire and 
need to peruse. There are thousands of fathers of numerous 
families, who could not without the utmost difficulty purchase five 
dollars worth of books during each year. Every teacher knows 
how hard it is for many parents to supply their children with the 
cheap text-books used in school. Many of our Boards of Educa- 
tion find it necessary to make appropriations to aid the poor in 
buying readers and arithmetics. And yet the youth in such fami- 
lies need good books even more than the sons and daughters of 
the wealthy. May it not be economy, as well as benevolence, to 
place books within their reach ? There are, doubtless, townships 
in the State in which the average taxable property of the families 
does not exceed one thousand dollars. Their average tax for li- 
braries is ten cents — sufficient to buy an almanac, but not quite 
enough to buy a spelling-book. But under the operations of the 
library law, each of these new and sparsely settled townships, 
receives annually from fifteen to fifty of the best of books. 

But apply this subject to the more favored and wealthy classes, 
— to those who can, if they please, purchase all the books needed 
for the best interests of their families. Does not our library sys- 
tem save them the necessity of a large outlay of funds ? Cer- 
tainly. The man whose property is assessed at ten thousand 
dollars, pays a library tax of one dollar. This amount would pay 
for but one book — ^a small one at that. But this small amount 
gives him, under our library system, and without additional ex- 



REPORT OF SCHOOL COMMISSIONER. 21 

pense in any way, constant access to a large and well-appointed 
library. 

There are a few books which all need to own, and have at all 
times at hand. But beyond this smaU number, it is not necessary 
to spend money in the purchase of books. Of three-fourths of 
the good books which are published, a single reading is all that 
most people need. Take, for example, the Life of Gen. Havelack. 
It is a work of thrilling interest, and it would be well if all could 
read it. But a single reading is all that is wanted. Why then 
pay for it $1.25, when its perusal can be had for less than a single 
mill? 

For these reasons I am in favor of our school library law. But 
I readily admit that there are wise and good men in the State, 
who are honestly opposed to this law ; and whose judgment and 
opinions in the matter I would treat with all respect and regard. 
If the plan is not good — ^if it is not worth to the people all that it 
costs — ^then the law should be repealed. 

ARRANGEMENTS FOR CURRENT YEAR. 

Although it does not properly belong to the present Report, I 
wish to intimate to the Assembly my arrangements in regard to 
library matters for the current school year. 

I am confident that no better arrangement than that of last year 
is possible. Books can in no proper way, be furnished on terms 
more favorable to the State. By buying old cast-away plates of 
books which have had their day, and which were never of much 
value — ^by using the poorest qualities of paper — ^by binding the 
books so cheaply that their appearance would be an effective cau- 
tion against looking into them, lower prices could, doubtless, have 
been secured. But books upon which there is a respectable copy 
right — ^books of recent date and of good repute — ^books printed on 
fair paper, and bound in comely and substantial style, can not be 
had at less than forty per cent, off from retail rates. I therefore 
believe that no better course could be taken for the current year, 
than to repeat the arrangement of last year. 

Still, I shall not take this course, since I find it possible by a 
different plan to do as well for the State ; notwithstanding that it 
will devolve upon me greatly increased labor and care. 

Very naturally the question will arise, why adopt a new plan 
while the old one has resulted satisfactorily ? My answer is, that 
I greatly desire to relieve our library system from the objection 
urged by some, that it is made to play into the interests of this or 
that favored publishing house — that a monopoly is secured to a 
fortunate contractor. 

So far, at least, as the history of the past year is concerned, 
the objection is groundless. Nothing could be further from the 
truth. But however unjust the objection may be, it exerts an 



22 THE OHIO EDUCATIONAL MONTHLY. 

injurious influence. Some will take it for granted that there must 
be something wrong ; and thus a prejudice is excited against the 
whole plan of libraries. I wish, if it be possible, to take away all 
occasion for even unreasonable complaint on this subject; and 
therefore I have arranged to have the binding done within our 
State. The printed sheets of all western books, I am purchasing 
directly from their publishers. The balance I order through a 
responsible New York house. Though this plan somewhat com- 
plicates the business, the books are obtained on terms as favorable 
as those of last year ; and I trust that it will prove acceptable to 
aU. 

If any shall enquire why I do not order all the printed sheets 
direct from their publishers, I reply that such a course is utterly 
impracticable, with the present administrative force of the depart- 
ment. The books last year ordered through the Messrs. Appleton, 
were the publications of no less than twenty different establish- 
ments, scattered through the country from Cincinnati to Boston. 
Some were foreign works, not republished in this country. From 
some publishers but a small number of books were wanted. Some 
were with diflSculty procured ; and it was necessary to find them, 
one here and another there, in different bookstores. 

All who are acquainted with the fact that the pressure of mis- 
cellaneous business upon the Commissioner is great and constant, 
must see the impracticability of the idea of his procuring from all 
these publishers, direct, the works required. It would involve the 
necessity of many and expensive journeys ; of opening numerous 
accounts, the settlement of which might be attended with diflicid- 
ties ; under the operation of the law for the semi-annual collection 
of taxes, each purchase would be paid at different times ; and at 
each payment triplicate bills, certified by various parties, would 
be required ; one for the Auditor's oflSce, one for the Comptroller'^ 
and one for this. All this would require no little book-keeping, 
and other clerical labor. 

Upon this plan, involving great difficulties, there would be no 
saving in any way to the State. The books would cost no less by 
this mode of purchase. It would be impracticable to take security 
from each publisher that his books should be of the required qual- 
ity of paper and printing; and thus the interests of the State 
would lack due protection. All the sheets would need to be col- 
lected at one point for the certainty of uniform and substantial 
binding, and for assorting for distribution. 

It is for these and other similar reasons, that I have been in- 
duced to take the course already indicated ; that is, arrange for 
the binding in Cincinnati ; order direct from Ohio publishers what- 
ever of their books are needed ; and contract with a single party 
to furnish all the eastern and foreign publications which may be 



LEIGH HUNT. 23 

required. On this plan, the books will be had on terras as favor- 
able as those of last year ; it will be easy to protect the interests 
of the State by sufficient bonds ; it will leave no party good cause 
for complaint ; and the business will be greatly simplified. 



LEIGH HUNT. 

The London correspondent of the Spirit of the Times gives the 
following sketch of the personal appearance of the late author : 

" Leigh Hunt was tall rather than otherwise — ^five feet ten inches 
and a half when measured for the St. James Volunteers ; though, 
in common with men whose length is in the body rather than the 
legs, his hight diminished as he advanced in life. He was re- 
markably straight and upright in his carriage, with a short firm 
step, and a cheerful, almost dashing approach, smiling, breathing, 
and making his voice heard in little articulate ejaculations as he 
met a friend, in an irrepressible satisfEiction at the encounter, that 
not unfrequently conveyed high gratification to the arriver who 
was thus greeted. He had straight black hair, which he wore 
parted in the center ; a dark, but not pale complexion ; features 
compounded between length and a certain irregularity of outline, 
characteristic of the American mould; black eye-brows, firmly 
marking the edge of a brow over which was a singularly upright, 
flat, white forehead, and under which beamed a pair of eyes dark, 
brilliant, reflecting, gay and kind, with a certain look of observant 
Eumor that suggested an idea of what is called slyness when it is 
applied to children or girls ; for he had not the aspect given to 
him in one of his portraits, of which he said that ' the fellow looked 
as if he had stolen a tankard.' He had a head massive and tall, 
and longer than most men's. Byron, Shelly and Keats wore hats 
which he could not put on ; but it was not out of proportion to the 
figure, its outline being peculiarly smooth and devoid of * bumps.' 
His upper lip was long, his mouth large and hard in the flesh ; his 
chin retreating and gentle like a woman's. His sloping shoulders, 
not very wide, almost concealed the ample proportions of his 
chest ; though that was of a compass which not every pair of 
arms could span. Nature had gifted him with an intense drama- 
tic perception, an exquisite ear for music, and a voice of extraor- 
dinary compass, power, flexibility and beauty." 



dHtorial Jtprtmtnt. 



WORDS PRELIMINARY. 

Eight years have flown since Dr. A. D. Lord sat him down upon Ae uncush- 
ioned tripod of the Journal of EdtuiatUm^ and wrote his " Introductory." Eight 
years! It seems but yesterday that we read those appropriate lines. Eight 
years ! The world has seen changes in those years, so quickly gone. In mat- 
ters pertaining to education in our own State, very great changes have been 
wrought 

The following is an extract from the " Introductory," already aUuded to : 

" It will labor to secure an eflicient supervision of the Common Schools of the 
State ; it will urge the immediate necessity of a thorough revision of the School 
Laws, and the importance of digesting a grand, comprehensive school system, 
worthy of the age and adequate to our wants ; it will advocate the propriety of 
re-districting the State for school purposes, so that the districts may be of suffi- 
cient size to warrant the erection of a good school house and the maintenance 
of a school during the greater part of the year ; it will seek to disseminate cor^ 
rect information in regard to the construction of school houses, and their appur- 
tenances, and the importance of placing in every district a well selected Libra- 
ly ; it will endeavor to show the indispensable necessity of a course of special 
training, or a professional education for Teachers ; and will aim to elevate the 
rank of the Teacher by improving his qualifications and preparing him to com- 
mand the respect which is due to all who are worthily engaged in so noble a 
calling. " 

Before he resigned the editorship, Dr. Lord saw the accomplishment of some 
of the improvements which he aimed to facilitate. Those four were eventftil 
years in Ohio's school history. In 1853 a revolution was wrought — a brighter 
day dawned 

Four years ago the charge of the Journal of Education passed into the hands 
of Mr. Smyth ; and he, in his first attempt to balance himself and sit erect on 
the chair editorial, perpetrated his " Prolegomena ;" in which he showed that the 
work then to be accomplished was not, as four years before, to lend a hand in 
securing the enactment of a wise and efiicient school system ; but to promote the 
successful operation of the system then and still existing. 

In one year Mr. Smyth gave way to Mr. Caldwell, who at the end of another 
twelve months, was succeeded by Mr. Coggeshall But under the charge of each 
and all of these gentlemen, the aim of the Journal was one — ^the advancement 
of the true interests of popular learning. 

At the close of the last year, Mr. Coggeshall resigned the editorship ; and the 
question arose, what shall now he done with the Journal f There were no ap- 



EDITORIAL DEPARTMENT. 25 

plicants for the post of publisher or editor. It was deemed best that the Teach' 
ers* Association should no longer be directly concerned in its publica^on. 

Near the close of December, we arranged to become sole proprietors and man- 
agers of a periodical to be the successor of the Journal^ which we named The 
Ohio Teachers' Monthly^ since changed, by suggestion of friends, to H^e Ohio 
Educational Monthly. 

We are placed in this position by the will of others, rather than our own. We 
have accepted it with doubts as to the propriety and expedience of our engaging 
in such an enterprise: But the Rubicon is behind us, and it is too late to re- 
treat We now go forward, determined to conquer, but prepared to die, if so it 
is decreed. But we do not mean to die ; for while we can not, with our young 
friends in Sunday Schools sing, "Yes, Fm glad Tm in this army," we do not in- 
tend to be " discouraged," but go forward and accomplish what we can — ^yes, 
friends, what we can. 

We do not here erect a platform, and promise what particular course shall be 
followed. It is easy to promise, but not always to perform. But we are not 
without a purpose ; and what shall from month to month seem best adapted to 
help forward education in Ohio, that we shall do, as best we caa 

In our devotion to the cause of our public schools, we shall not be forgetful of 
the Colleges, Female Seminaries and Private Schools of the State. 

No bright visions of dollars in the way of profits dazzle our imaginations. 
Prospective fame lures us not But if we shall know that our efforts tend to \h^ 
instruction and encouragement of Teachers in their great work — ^if we shall be 
able to stir up any directors or examiners of schools to greater diligence in their 
duties, we shall have received a satisfactory reward. 

Our reliance is not chiefly in what we shall write for the columns of the 
Monthly^ but in the contributions which we are led to expect from the friends of 
education, at home and abroad. 



In getting out the first number of the Monthly^ we have been delayed a few 
days beyond the time specified in the prospectus. This has been unavoidabla 
The February number will be published on the 10th day of that month, and all 
subsequent numbers promptly on the first day of each month 

The February number will contain a statement in regard to the Western Fe- 
male Seminary, at Oxford, with a fine steel engraving of the building recently 
destroyed — Mr. D wight's able article will be continued — contributions from Dr. 
Lord, of Columbus ; Mr. Leggett, of Zanesville ; Mr. White of Portsmouth, and 
Mr. Brown, of Toledo — Editorial — OflScial, Notices of Books, etc. 



An Institute was held in St Clairsville, during the last week in December. 
The number of teachers in attendance was large, and the proceedings passed off 
to the pleasure and profit of all concerned. From, abroad, as mstructors and 
lecturers, were Messrs. Ogden, Regal, Kidd, W. T. Coggeshall, and Rev. Messrs. 
Boyd and Watkins. At the close of the meeting a Teachers' Association for Bel 
mont county was organized, of which Prof Wm. S. Alder was chosen Presidenti 
and W. R Pugh Secretary. 



SEtont|Is |tth)s. 



The following gentlemen compose the Committees on ScJiools and School 
Lands in the General Assembly : 

Senate Committee. — Messrs. Monroe, of Lorain ; Garfield, of Portage ; Stan- 
ley, of Vinton; Schleich, of Fairfield, and Foster, of Williams. 

House Committee. — Messrs, Plants, of Meigs ; Rees, of Morrow ; Cox, of 
Knox; Wright and Jonas, of Hamilton ; Steele, of Lucas, and Stiers, of Hocking. 

All these gentlemen we judge to be well qualified for the important business 
which will fall to their charge. Mr. Monroe is Professor of Rhetoric in Oberlin 
College, and for four years has served on the House Committee on Schools. Mr. 
Garfield is Principal of the Western Reserve Eclectic Institute, an institution of 
deservedly high reputation. Mr. Rees is Principal of the Public Schools in Cai^ 
dington. The other gentlemen are lawyers, editors and farmers of good educa- 
tion and business abilities. 

The Committee on Universities^ Colleges and Academies are, in the Senate, 
Messrs. Garfield, Moore, Cox, Key and Orr ; in the House, Messrs. Blakeslee, 
Clapp, Moore, Rees, Truesdell, Reisinger and Noble. 



Amendments to School Law. — On the second day of the session, Mr. Harri- 
son, of the Senate, Introduced a bill " to suspend the school library tax for two 
yeara" 

This bill, after some debate, passed the Senate by a vote of twenty-two to thir- 
teen. Those who voted in the affirmative were Messrs. Brewer, Collins, Fergu- 
son, Fisher, Glass, Harrison, Harsh, Holmes, Jones, Key, McCall, Moore, New- 
man, Orr, Perrill, Potts, Potwin, Ready, Smith, Sprague, Walker and White. 

Those who voted in the negative were Messrs. Breck, Bonar, Cox, Cuppy, Ea- 
Bon, Foster, Garfield, Laskey, Monroe, Morse, Parish, Schleich and Stanley. 

The opponents of the bill plead for its reference to the Committee on Schools ; 
but were voted down, fourteen to twenty. It was a short course that the bill took 
in the Senate, little time being had for debate and consideration. 

We presume that most of our readers will regret this action, but we must re- 
member that the power which creates has the right to amend or repeal We 
regret suspevision far more than we should repeal^ believing that the law ought 
either to operate or be abolished. 

The fiiends of the bill argued that the business of establishing libraries was 
foreign to the legitimate purpose of government ; that in some localities the li- 
braries are neither cared for nor useful, and that all expenses not absolutely ne- 
cessary should be retrenched, that the people may be relieved of the burden of 
excessive taxation which they now bear. 



MONTHLY NEWS. 27 

We are told that no word of complaint was uttered concerning the adminis- 
tration of the library law during the last year, bj those who took part in the de- 
bate. 

What will be the fortune of the bill in the House, where it now is, we have 
limited data for the formation of an opinion. 



Mr. Giirfield has introduced a bill so to amend section 46 of the school law 
as to allow School Examiners $2 50 per diem, instead of $1 50 as now, for ser- 
vices. 



In the House Mr. Monahan; of Athens, has introduced a bill *' To encourage 
Teachers' Institutes." 

Mr. Robinson, of Union, offered the following resolution, which was adopted : 

Resolved, That the Commissioner of Common Schools be, and he is hereby 
directed to correspond with the Auditors of the several counties [of this State,] 
and -ascertain and report to this House the amount of money paid to School Ex- 
aminers, between December Ist, 1858, and December 1st, 1859, in each of the 
counties of this State. 

Mr. McSchooler, of Pickaway, has introduced a bill to amend section 63 of the 
School Ijaw so as to allow one half of the school monies collected in each county 
to be retained there, and the other half to be distributed as at present 



The Board of Education in Cleveland have forwarded to the Assembly an ear- 
nest remonstrance against the repeal or suspension of the School library law. 



Rev. J. E. Twitchell, the highly successful Superintendent of the Public Schools 
in Xenia, has received a pressing invitation to the pastoral charge of the Congre- 
gational Church and Society in Daytoa We have not learned whether he will 
accept or decline the call. 



The schools in Xenia are in an exceedingly prosperous stata The report for 
the last term, of which the following is the recapitulation, appears in a recent 
number of the Torch Light : 
Whole number enrolled in all the Departments - - - - 884 

Monthly enrollment in all the Departments - - - 686 J 

Average attendance .--.-.- 625J 

Percent - - - - - - - 91 

Number of pupils not. absent during the entire session - - - 101 

Number not tardy during session - - - - 227 

Numbor not absent nor tardy - - - - - - 38 

Whole number of visitors - - - - . 576 



On the 14th inst, the Western Female Seminary at Oxford was destroyed by 
fire. In our next number we shall speak more at length in regard to this inati- 
tation. 



28 THE OHIO EDUCATIONAL MONTHLY. 

Gov. Chase lectured in Cleveland on Monday, January 16th, for the benefit of 
the Children's Aid Society. 



We understand that Horace Greeley visited the Schools of our city yesterday 
— making a brief call at the Lagrange Street School, and a longer one at the 
High School Building. Mr. G. addressed the scholars, giving them some good 
advice and complimenting or criticizing such exercises as came under his ob- 
servatioa With our school system he seemed well pleased, and during his brief 
visit we trust that many of the better features of our city came under his notice 
in a manner calculated to leave a favorable impressioa — Toledo Blade^ Jan. 17. 



Board of Education. — ^Regular meeting held last night The pay-roll of 
the teachers was presented and sent to the Council The renewal of insurance 
on school buildings was suggested to Council The change of teachers in Hud- 
son and Pearl streets was refused. The committee on the petition of residents 
of Sixth Ward to have a separate school for colored children, reported adversely 
to granting said petition. They regret the necessity of associating the races, but 
report that the Board has no power to establish such a school Mr. Bradbum 
presented a minority report, expressing no regret that the races be associated, 
but agreeing that it is inexpedient to grant the request The majority report 
was accepted. — Cleveland Kat Democrat 



Grakyille Female Academy. — ^The Spring and Summer session and tlie 
twenty-sixth year of this popular educational institution, commences on the sec- 
ond of February. Mr. W. P. Kerr, the Principal, has labored long and dili- 
gently to render his school all that an Academy should be, and now finds his 
reward in its established popularity and high character. It is in a pleasant and 
healthy location, and has eveiy facility desirable in an institution of its charac- 
ter, both as regards the instruction of pupils and their comfort and convenience 
The terms of tuition at Granville, together with the facilities of a thorough edu- 
cation are inducements, we believe, not equalled^ by any other Academy in the 
State. — Statesman. 



Death of Dana P. Colburn. — The Providence Journal announces the 
death of D. P. Colburn, Principal of the State Normal School at Bristol. R.I. 

He had been taking a ride to Bristol Ferry in a light two-\^ heeled buggy, 
and on his return, when near the corner at Walker's bridge, he was suddenly 
thrown out, and in etriking the frozen ground, as is supposed, his skull was 
badly fractured. 

Mr. Colburn was a teacher of wide reputation, and author of some arithme- 
tical works. 

During the last summer we met Mr. Colburn at Trenton, N. J., and again 
at New Bedford, Mass., at educational meetings. He was prominent among 
New England Teachers, and bis untimely death is a severe lo8« to the pro- 
fession. 



MONTHLY NEWS. 29 

Mabietta College — We have received the <iatalogue of this institution 
for 1859-60. A few changes have been made in the Corporation and officers, 
as follows: Rev. Dr. Pratt, of Portsmouth, and Samuel Shipman, of Marietta, 
have been added to the Corporation ; and Rev. Dr. Fisher, late of Cincinnati, 
has resigned his place in that body. Mr. S. Shipman has also been trans- 
ferred from Overseer of the Fund to the Executive Committee. 

The Faculty are : 

I. W. Andrews, D. D., President, and Proiessor of Mural and Intellectual 
Philosophy. 

John Kendrick, M. A., Professor of the Latin and Greek Languages, and 
Literature. 

£. B. Andrews, M. A., Professor of the Natural Sciences. 

E. W. Evans, M. A., Professor of Mathematics and Natural Philosophy , 
and Lecturer on Astronomy. 

A. M. Washburn, B. A.i Tutor. 

David E. Beach, B. A , Principal of the Preparatory Department. 

The whole number of students is 96, of which 66 belong to the College 
proper, as follows: Seniors 9 ; Juniors 14; Sophomores 17; Freshmen 16 
In the Preparatory Department there are 40 pupils. 



Sfriugfield Female Seminary. — The semi-annual examinations of this 
institution, just closed, show that the course of study is thorough, and that the 
acquirements of the young ladies are of a high order. The corps of teachers 
in this school, headed by Messrs. Sturdevant and Rodgers, possess more than 
ordinary ability, and this feature, combined with the business tact and energy 
of those gentlemen, is securing for the institution a career in every way suc- 
cessful. 



The Couhtt Spelling Match. — The Board of School Examiners, for 
Trumbull county, believing that spelling, as an important branch of educa- 
tion, has not received the attention it deserves, in the Common Schools of the 
county, and that such means as may be available should be employed to 
awaken a greater interest in this division of education, have resolved to hold 
a Spelling Match on Saturday, the 11th day of February, 1860, at the Bazetta 
Academy, that place being the most central point of the county. One 
pupil from each school in the county, will be allowed to enter the class. 
Each candidate for the prize will be required to present a certificate from his 
or her teacher, as evidence of his or her appointment. 

Webster's Unabridged Pictorial Dictionary will be awarded as a prize, to 
the beat speller of words pronounced from McGuffey's Spelling Book, and if 
any of the class should be found to be masters of the spelling book, they can 
then have a trial on words selected from the Primary Dictionary of Webster. 
Candidates are requested to be prompt in attendance at 10 o'clock, A.'M. — 
ChranicU. WHITTLESEY ADAMS. 



^atrk Itotrtes. 



Modern Philology: Its Discoveries, History awd Influence. By Ben- 
jamin W. DWIGHT. 

No work upon Philology has appeared — certainly none in this country — 
which will bear comparison with the above named, in thoroughness as well 
as breadth of research ; boldness and yet accuracy of statement ; richness of 
illustration, and attractiveness both to tne scholar and the general reader. 
The author has evidently made the subject his specialty, pursuing it with the 
zeal of an enthusiast ; and he cannot fail to kindle a corresponding ardor in 
the mind of every intelligent person who will follow him in the wide range 
of thought which his essays open. A theme which would generally be sup- 
posed dry and barren, seems under his touch full of life and meaning. The 
style is ornate, almost to excess, though always clear and fitting. It charms 
by its poetic beauty, and lures as for its own sake. His purpose he states to 
have been to " attract the greatest possible number of eyes to the glory of the 
new Philology;" and certainly none can look even casually upon what he 
displays of it without admiration, or without desiring to behold more. We 
learn to value language not as a mere useful medium for the interchange of 
ideas, but as in itself a treasure, for the possession of which we may well dig 
deep. "Ancient words are kept as precious coins," no longer valuable for 
commodity, yet having more than their original price for classification and 
preservations, the means by which to revive obsolete histories, trace the pro- 
gress of nations, ascertain the influences of climate and occupation, and study 
character. 

The book is divided into three parts, treating, Ist, of the history of Indo- 
European languages ; 2d, of the progress of modern Philology ; and 3d, of 
the science of Etymology. To enter at all into detail upon these points, or 
suggest possible defects, would swell a book notice into a review, and we 
must therefore close by cordially commending the volume (which, by the way, 
is an elegant specimen of the printer's art) to students of every class, confi- 
dent that they will find themselves amply repaid tor its perusal. 

The Teacher's Assistant; or Hints and Methods in School Discipline and 
Instruction : being a series of familiar Letters to one entering upon the 
Teacher's work. By Charles Northend, A. M., author of The Teacher 
and Parent, etc. Boston: Crosby, Nichols & Co. Chicago: George 
Sherwood. 

Those who have read the former work of Mr. Northend, will require little 

prompting to procure and peruse this. The same warm and genial spirit, and 

the same easy style characterize both. We heartily commend it to all 

teachers who desire to rise and excel in their calling; and as heartily advise 

all other teachers to treat it as the Priest and Levite did the roan who fell 

among thieves. 



BOOK NOTICES. 31 

Webster's Dictionary ; Pictorial Edition ; Unabridged. 

To copy the title-page of this great work, would require a full page of the 
Monthly; and to detail its characteristic merits would fill our thirty-two 
pages every month for a year. It is one of those books in regard to which 
there is no need of speaking at length. It speaks for itself, wherever the 
English language is spoken. 

This edition is a great improvement upon the former. We can not doubt 
that there will be for it a large demand. 

The Readable Dictionart ; or, Topical and Synonymic Lexicon : contain- 
ing several thousand of the more useful terms of the English language ; 
classified by subjects, and arranged according to their affinities of meaning; 
with accompanying Etymologies, Definitions and Illustrations; to which 
are added — I. Lists of foreign terms and phrases frequently occurring in 
English books. IL A table of the commol) abbreviations. III. An alpha- 
betical list of Latin and Greek roots, with derivatives. For the use of 
schools and private students. By John Williams, A. M. Columbus, O. : 
M. C. Lilley. 1860. 

It is easy to puff a new publication, and pronounce it a ''necessity in every 
library," but we are determined that such shall not be the practice of the 
Monthly, Unless we believe a work to be really valuable, it shall receive 
from us no praise. 

But the work whose title page we here copy, is one which we can heartily 
commend without doing the least violence to conscience. As a text-book for 
schools of advanced grade, and a work for reference in the family, it is admi- 
rable. We have long been familiar with the best lexicons in our language, 
and have supposed ourselves tolerably well posted in respect to definitions. 
But »n examination of this learned, though simple and popular work, has con- 
vinced us that we have a great deal yet to learn in the matter. 

The author has long been a teacher in the public schools of Lancaster, and 
a School Examiner for the county of Fairfield. The work does honor to 
Ohio ; and we trust that it will receive the patronage which it so well deserves. 

Great Literary Enterprise. — Brown, Taggard & Chase, of Boston, are 
engaged in a literary enterprise that will be hailed with satisfaction in all 
parts of the country. They have in press the complete works of Lord Ba- 
con, to be issued in superb style in twelve crown octavo volumes. They in- 
tend to make this new edition of Bacon, for which a great necessity exists in 
the market, the beginning of a series of standard works of the first class. 
Every effort will be made to issue the volumes in a style of excellence and 
magnificence that shall surpass anything \et produced by bookmakers at 
home or abroad. Messrs. Houghton & Co , of the noted Riverside press at 
Cambridge, have these works in hand. The books will be printed upon the 
finest tinted paper, and bound in a style which for beauty and durability will 
commend itself to all tastes. Lord Bacon's works will be followed b^ a com- 
plete edition of the writings of Sir Walter Scott, including his novels and 
poems, and his life by Lockhart. We commend this enterprise to the literary 
public, in the full asurance that it will be in every respect worthy the most 
liberal support. 



Official §epartment. 



Believing that thus we shall add to the interest of the Monthly, and difliise 
throughout the State important information, we have arranged with the State 
School Commissioner that he shall, every month, publish in our pages cir- 
culars, opinions, etc., pertaining to the operations of our school system, the 
just interpretation of its provisions, and whatever else he may judge import- 
ant. In our next number he will address a circular to Teaeherst explaining 
their duties in regard to reporting to the township clerks the statistics of their 
schools, as required in sec. 18 of the School law. 

Office of State School Cohmtssioheb, ) 
Columbus, O , Jan. 12tb, 1860. V 

To the Auditors of Counties in the State of Ohio. 

Gentlemen : I address you in obedience to the following Resolution of 
the House of Representatives now in session : 

HOUSE RESOLUTION, NO. 37. 

Resolvedy That the Commissioner of Common Schdols be, and he is here- 
by directed to correspond with the Auditors of the several counties [of this 
State], and ascertain and report to this House the amount of money paid to 
School Examiners, between December 1st, 1858, and December Ist, 1859, in 
each of the counties of this State. 

House of Representatives. 

Passed Jan. 12, 1860. Attest: B. R. CO WEN, Clerk. 

Please state separately, the amount paid Examiners for their services, and 
the amount paid for printing, stationery and other incidental expenses, con- 
nected with examinations. 

If possible, please reply by return mail. 

Within ten days I shall send to the office of each of you, pre-paid, a pack- 
age of Reports of this Department for the past year. Please furnish a copy 
to each of your county officers, including your School Examiners, and a copy 
to each Township Clerk in your county. The balance of the copies please 
distribute at discretion, or upon orders which I may give. 

Yours truly, 

ANSON SMYTH, CommUsioner. 



NOTES AND QUERIES. 



Suppose two ships, capable of sail- la the sentence <' He received it as 

ing at bullet speed, be placed forty a signal," I should call ** as " a pre- 

yards apart; both ships are sailing in position, since it shows the relation 

the same direction ; a loaded cannon between "received" and ''signal." 
is discharged from the hindmost ship. * 

Quert: Would the ball reach the 
foremost ship? J. H. W. 



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itler 
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ex- 
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fling 

hose 
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) in- 
'ma- 
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the 
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and 
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OHIO 



EDUCATIONM-'-liaNTHLY, 



FEBRUARY, I860, 



Old Series^ Vol. 9, Ho. 2 Kew Series, Vol. 1, No. 2 



>i WESTERN FEMALE SEMINARY. 

The Western Female Seminary^ located at Oxford, Butler 
County, was incorporated in July, 1853. During the following 
two years the beautiful edifice, of which we give an engraving, 
was erected. 

The institution was modeled after the Mt. Holyoke Seminary ; 
and was designed to impart a thorough education at moderate ex- 
pense — ^the pupils performing most of the domestic labor. Under 
the efficient charge of Miss Helen Peabody and her assistants, the 
Seminary had acquired a high reputation. 

But Saturday morning, January 13th, the Seminary building 
was destroyed by fire. Says the Christian Herald : 

" About one o'clock last Saturday morning, a young lady, whose 
room was in the fifth story, was awakened by an unusual noise. 
Looking for the cause of it, she discovered that there was fire in- 
sid^e of the flue. She immediately went down and gave informa- 
tion to the Principal, Miss Peabody. The teachers and pupils 
were quietly aroused, and went to work to try to extinguish the 
flames. The most perfect order was preserved. No company of 
trained firemen would have shown greater coolness, judgment and 
energy, than was manifested by those young ladies aroused at 
midnight by the startling cry of fire. 

^< Discovering at length, that the fire was making rapid progress 
in spite of their efibrts to subdue it, they began, under Miss Pea- 
body's directions, to save what they could. Most of the clothing 
was saved from the upper stories of the building, and from the 

3 



84 THE OHIO EDUCATIONAL MONTHLY. 

lower stories nearly every thing, even the heavy furniture, was re- 
moved, though many articles, as pianos, were damaged. No one 
was injured, and we have heard thus far of no illness resulting 
from exposure. The teachers and pupils feel that they have great 
cause for gratitude, amid their grief for the loss of their beloved 
Seminary home. 

" One lady, whose room was in the fifth story, returned to it at 
a late period in the progress of the fire, to save something which 
she had forgotten. As she started to go out into the hall again, 
the smoke was so dense that she was afraid of being suffocated. 
She closed the door, tore up the bedding and made a rope with it, 
pushed her bedstead close to the window, tied one end of the rope 
to it, and the other around her body. Then she let herself out of 
the window, and down towards the ground. But her rope reached 
only to the second story. Hanging there some twenty feet from 
terra firma, she untied the rope from arouiui her waist, and thus 
was able to lower herself far enough to fall to the ground unhurt- 
Springing up, as if nothing unusual had occurred, she ran to Miss 
Peabody and asked what she should do. This one instance shows 
the coolness and self-possession of that company of females, and 
the excellence of that system of training which Miss Lyon inau- 
gurated at South Hadley, and which her pupils carried out in the 
Western Seminary." 

A correspondent of the Cincinnati Commercial writes : 

" The presence of mind shown by the entire body of young la- 
dies was remarked by every one. This was no doubt promoted by 
some remarks Miss feabody had made the day before, comment- 
ing on the Pemberton mill accident, and desiring if any sudden 
casualty should visit them, if the College should take fire^ or any 
other accident occur, they might act in a thoughtful and collected 
manner. The quiet demeanor and composed bearing of this lady 
and her teachers during the first excitement, did much to suppress 
any disposition of panic among the younger girls." 

Rev. Dr. Allen, Chairman of the Executive, has published a 
card, which concludes as follows : 

" It was found necessary to disband the school, except the se- 
nior class, who will remain at Oxford, and complete the course of 
study. The building was insured for J80,000, and the furniture 
for ^8,000, in six different offices, all of which are believed to be 
good. The loss above insurance is probably not less than $25,000. 

" The Board are called to meet on the 7th of February next, 
when the necessary steps will be taken to rebuild and prepare to 
re-open the school at the earliest practicable day. Our Seminary 
though in operation less than five years, has gained a high repu- 
tation for thorough instruction and admirable discipline, and has 



THE TRUE TEACHER OF THE HIGHEST TYPE. 35 

shared largely, almost constantly, in the converting influences of 
the Spirit of Grod. Its value and its necessity have been demon- 
strated, and it has a strong hold upon the affections of very many. 
We can not doubt thererore, that the means will be furnished 
cheerfully to enable us to rebuild." 



THE TRUE TEACHER OF THE HIGHEST TYPE. 

4 BY BENJAMIN W. DWIGHT, OP CLINTON, N. Y.* 

[continued.] 

2. He should delight also in habits of strong connected thought 
Cogitation will perhaps best express the idea here intended to 
many minds, in which word is a figure equivalent in strength to 
such a phrase as, churning thought. Abstract ideas rule the 
world. He who is rich in them is rich indeed ; and such an one, 
who at the same time acts according to them, becomes by necessity 
not only a man of great thoughts, but also of great character. 

The pleasures of habitual, comprehensive, earnest thinking are 
too great to be described. The true thinker, in the power which 
he possesses of fixing his attention at will upon things which are 
everywhere made by their Maker, although otherwise out of sight, 
to come at once into view, as if by the touch of some talismanic 
spell, is lord of a vast array of treasures, of which others know 
not and dream not. How little connected thinking is there in the 
world ! How much are both thought and love, the two highest 
exercises of our natures, but mere incidents in the nobler mani- 
festations of our humanity, instead of its abundant and continual 
outgrowth. 

The perpetual summoning of the reasoning faculties to the effort 
of mastering difficulties gives briskness to one's inward sense of 
the strength of his own powers. And how can one revel in the 
pleasures of the imagination and of taste, among ideal combina- 
tions of the elements of grandeur and of beauty, prepared skill- 
fully by others or fashioned with rapture by himself! And how 
can he feast on the philosophic and poetic analogies of nature, 
with which God allures him to wakeful, happy medidation : not to 

* Author of tlio Higher Chrigtlan Xdocation, and Hodom Philology. 



36 THE OHIO EDUCATIONAL MONTHLY. 

beguile the weary hours away, in the language of so many, in 
profitless revery, since time to the true thinker is never a burden ; 
but to draw other minds with bands of beauty, and with art divine, 
to the same deep fountains of pleasure where it finds such, holy 
refreshment for itself. An earnest, habitual, joyous, loving 
thinker moves about among his fellows with light steps and a 
lighter heart ; as would an angel, amid the rocks and sands of 
this world, fresh from a land where the streets are all streets of 
gold, and each of its happy inhabitants is ever on the wing, ren- 
dering some gladsome service to the rest. 
3. He should be a vigorous student. 

Miscellaneous thinking, even if at intervals it be fresh and 
quickening, lacks depth and inspiration. Hence books full of 
sonnets however sweet, or of laconic utterances, or of rich deep 
parables, or of the select sayings and beauties of any great author, 
are altogether unsatisfying and can be read only in brief frag- 
mentary portions. Strong, weighty, compacted thought in masses 
is necessary for a thinker's gratification, or for that of a reader 
or hearer. It is an instinct also of all minds of a high grade, to 
explore the unkdown. They have a natural, irrepressible appe- 
tite for research, and desire to pry into the hidden casual agency 
of things; which always appear to them to be interlinked and 
moulded together by organic laws. 

The system of all sciences as of all facts is complete in the great 
central Infinite Mind, as it revolves around it and is illuminated 
wholly by its light. And, at the same time, as in the Sidereal 
Universe, which may be viewed as one stupendous whole, there 
are also vast separate island-universes, moving each in their own 
distinct order by themselves, while yet in proper correlation with 
the whole ; so different, elemental masses of knowledge have been 
bound together by His hand, in different distinct groups by 
themselves : so that there is the *One Grand Science of the Uni- 
verse, which is only open to the Divine Mind, and that at a glance, 
as is every part of the real Universe itself to His eye ; and there 
is a multitude of great individual yet interconnected sciences, each 
inviting complete inquisition into its own wonders and rewarding 
jtU through investigation with precious discoveries. Order, sys- 
tem, beauty, reign through all the works of God's hand, and 
through all the sciences pertaining to them : both as the necessary 



THE TBUB TEACHER OP THE HIGHEST TYPE. 37 

choice of His own infinitely perfect mind, and for the purposes of 
high stimulation, guidance and nourishment to our minds, in the 
pursuit of knowledge.- And he most truly acts the real man who 
most -closely and eagerly treads those paths of ever new and glad- 
dening discovery, among the high elements of the Intellectual and 
Moral system of the Universe, in which his Maker purposely 
walks, with beckoning invitations, just before him in order that 
each one who yields to the sweet alurement may the better know 
both his Father above and himself as his child. 

Secondly. But the teacher of the highest type must be per- 
petually eager as a true man for his own greater personal ad- 
vancement. 

He who is not himself moving forwards to new attainments 
intellectually and morally, with ever fresh zeal, has lost his fitness 
to be a guide unto others in such high concerns ; because he has 
lost his own enthusiasm, which is the most quickening influence 
that he exerts upon them, and with it he has lost the power of 
those great ideas which are connected with a proper sense of the 
value of time and of knowledge and of human improvement and 
of the human soul and out of which all sustained moral enthusi- 
asm grows. Occasional earnest or serious words from such an 
one, should they by chance break forth for a little in some moment 
of gusty feeling or under the forced pressure of professional duty 
vrill be worse than powerless for good ; since, lacking the heart's 
sympathy with their sense, words of whatever kind are cold and 
dead, and any mock enthusiasm in their utterance is instinctively 
felt to be the mockery of hypocrisy. No frost is so killing to a 
tender flower as is all cant to every manly virtue on which its 
blight is thrown. 

Self-culture seems to a, true man, not as an end but as a means 
to the loftiest ends of life, the highest of all duties and pleasures, 
next after the immediate service of God in some outward form of 
^duty. "Know thyself," said the Oracle at Delphi, in letters of 
gold, to the eye of the novice, as he approached its mystic portals, 
before ever a word of answer was spoken to his ear ; , and the 
world's admiration of that mandate of heathen wisdom has not 
at all diminished, from ancient times until now. In self-culture is 
involved, for the negative side of its duties, which yet, while in 



J 



38 THE OHIO EDUCATIONAL MONTHLY. 

abstract relations it may be properly so termed, is still in fact 
altogether positive in both its difficulties and demands, the duty 
of self-government. Great has been the praise of self-government 
in all ages, as the greatest of arts, in the measurement of its 
necessities and labors as well as of its results. How few under 
strong temptations, not to speak of weak ones, or on sudden emer- 
gencies, to say nothing of ordinary occasions, exhibit any of that 
beauty of character described in the Scriptural statement, that 
"he who ruleth his own spirit is greater than he who taketh a 
city." But self-culture, with all its varied processes of thought 
plan, experience, patience, energy and prayer, and with all its 
beautiful results of justice, honor, humanity, generosity, piety, 
peace and joy, while including in its contents self-knowledge and 
self-government, stretches outwards into other relations and duties 
lying far beyond their bounds. 

I have been careful to speak of self-culture, as a means : the 
means perpetually of great ends of good to the race. For, as man 
was made for God, and the finite is thus not only of the Infinite 
but for it, so all true self-culture should be designed, on the one 
hand, for God's commendation here and his companionship here- 
after, and on the other for man's comfort and guidance and bless- 
ing as His child, whose good in every form He desires and desires 
us to promote, in whatever way of example, instruction, help, en- 
couragement or gift, we can best seek for his welfare. All men, 
whether the fact be recognized by us or not, have much at stake 
at all times, in the action and condition of each one of us. In our 
thoughts and feelings, our deeds and characters, their happiness 
is always largely invested ; and most intimately and beautifidly, 
with every subtle and multiplied link and interchange of mutual 
relation, are all hearts bound together by the great Architect 
above, for life and for death, to each other and to Him. 

Men generally admire intellectual might, even if merely native, 
more than high moral attainments, which by the very necessity of 
the case must be acquired by set purpose and great eflFort, and 
with many toilsome recoveries, by human workers after such 
riches, from frequent disappointment and overthrow. Power, 
even physical power, is much worshipped in this world ; and the 
grotesque, disjointed fancies which multitudes have of God, which 
yet they call their theology ; although few indeed have any con- 



THE TRUE TEACHER OP THE HIGHEST TYPE. 39 

nected sequences of thought concerning Him or concerning any- 
thing serious or great in the universe : are but mere reveries about 
an infinite Power, an almighty Terror. The conceptional religion 
which such sometimes have, since they have no real one, which is 
but full glowing love to God and man, is only a low religion of 
fear. The heart is thunderstruck and stupefied at God's greatness, 
when it should be smitten with repentance and made to be, as was 
the rock by Moses's wand, a living fountain forever to his praise. 
But the highest style of a man is the well-developed, moral 
thinker and actor : the man of true, earnest, magnanimous, joy- 
ous habits of thought, and of labor for God's glory and man's 
good ; with his divinely fashioned powers all trained by long dis- 
cipline, and leashed, and ready with deep holy thoughtfulness for 
action, in any form which God may appoint or man may need. 
And such is the style of the man, out of whom must be carved, 
by special plan and adaptation, the true teacher. 

Manhood, real, noble, splendid manhood, this is his greatest 
endowment for his high sphere of activity, and for all the varied 
work connected with it. To be the true man in one's self, and to 
act the true man in all one's relations: — this is the consumma- 
tion of all human faculties, opportunities and responsibilities. 

In every right character, however " gay with life or eloquent 
with bliss" may be its outer manifestations of itself; and such, 
those of a really right character will be : there is a deep under- 
tone of serious consciousness of the grandeur of human life. And 
what is wanted in every calling is an abundance of men, full of 
the feeling, that it is a splendid privilege to live in this world so 
long as we do ; that there is enough to be done in it, to fill an 
angel's powers with industry ; and that the time for doing it is 
brief, and must be therefore snatched with eagerness, while it 
lasts. The elements of our earthly state and work are all heroic 
in themselves ; and the men that move and act among them should 
be of like high quality. 

Thirdly. The true teacher of the highest type must be tho- 
roughly religious. 

Simple, fervent, joyous, religiousness of spirit in all things is 
the greatest power that any man can employ in his social relations, 
whether in the constant, natural, unconscious influence that he 



40 THE OHIO EDUOATIOKAL MONTHLT. 

exerts, which is the great mass of all his influence, or in those 
more special studied and laborious efforts which must, from their 
very nature, be occasional. 

In every direction the influence of the teacher is next in power, 
over the characters and destinies of the young, except in those, 
and they are many, in which it even surpasses it, to that of the 
parent. No labor for whatever purpose is true, and worthy of our 
immortal manhood, which is not religious in its aims and ends ; 
and, of varying powers and degrees of human toil, that is always 
noblest of its kind, which is most intelligently, fervently and per- 
severingly religious. The reason that there has been no more 
effective moulding of the youthful character in this and other gen- 
erations, in the school-room to noble aspirations and achievements, 
has been because there has been so little earnest inspiring religious- 
ness, in those who have wielded the mighty forces of that so un- 
appreciated spot. 

We turn now to consider 

I. What must be the mental and moral habits of the teacher, 
as a truly cultivated man ? 

First. He should be a lover of books : enlightening, stimula- 
ting and suggestive books. 

These are not, as some would say carelessly or even it may be 
purposely, his armory ; which must be always, on the contrary, 
his own ever-growing, individual power of thought, and not any- 
thing external to himself. But books born in the great past con- 
tain, in the very fact of their preservation, the endorsement of 
mankind at large that they are worth preserving. In them he can 
find the food on which great minds have fed in all ages ; and they 
will furnish aliment abundantly for continually new growths of 
thought and of mental strength in himself. The man who leads a 
bookless life will almost as certainly lead a bootless one. By the 
books that we relish or neglect our tastes, as well as the style of 
our attainments and even of our mental powers, is disclosed with 
unfailing certainty. Eagles find their way by instinct to their 
mountain-homes : little birds to their nests, in chimneys, trees, and 
on the ground ; and bees to the hidden sweets of summer-flowers. 
So different minds show by the intellectual haunts that they have, 
as plainly as by their very flight itself, whether they are born to 
move in the upper middle or lower air. 



THE TBUB TEACHER OF THE HIGHEST TTPE. 41 

Secondly. He should be a careful student both of mankind as 
they are, and of his own age as it is. 

Every man is bom into the age in which he finds himself, as a 
necessary integral part of it, by God's direct appointment, on pur- 
pose that he may fill a special place in it, and do a given work 
which is in itself really needful to the whole, and for doing which 
he has been skilfully and lovingly fashioned and accomplished. 
Society is thus, rightly viewed, a great divine organism where no 
part can say to another " I have no need of thee ;" and where the 
good of the whole is harmonized on the principle, as in a vast 
complicated mechanism, that each specific subordinate part shall 
perform its proper functions, in its proper place and time. 

Since the present is but the outgrowth of the great deep past, 
he who would rightly possess himself of it, or rightly distribute its 
blessings to others, must grow up also out of those same rich 
depths of storied experience and thought. He who would stamp 
the blessing of his life upon his age must know what other minds 
have done, so as to use their labors and discoveries, as a starting 
point for new efforts in other directions. The questions of the age 
also should be his questions ; and the pulses of its stirring life 
should beat with sympathetic fulness in his own veins. For the 
brief period of time through which his earthly being runs, and for 
the community among whose interests and destinies it sweeps its 
course, he ought to zeek zealously to gain every true and special 
preparation for the most advantageous activity. 

Thirdly. His life should be the continuous evolution of a defi- 
nite, conscientious plan. 

That life, which is but a chance-flow of impulses and caprices, 
has nothing in it true and manly. To a thinker whose eye is 
open on the great bright universe of things, in all its show of ma- 
terial wonder, and on the many and strange adaptations of its 
own conscious nature to their use and enjoyment, as well as on 
those august moral and governmental relations in which all things 
else find their true scope and meaning, an aimless life is literally 
impossible. And with what amazing energy do the visions and 
inspirations of faith in the great hereafter, stir the soul of him, 
who knows their power, to godlike action ! He who would feel 
that he has great influence over others for their good, he who 



42 THE OHIO EDUCATIONAL MONTHLY. 

would make them feel it, and would abound with joy in its exer- 
cise, must be sublimely conscientious. 

But what is the grand idea, what the just divine scope, of a true 
life-plan. It must be as a matter of enlightened conscience, it 
will be as a matter of happy feeling, not merely to do some good 
or much good, but all the good at all times, which is possible to 
every faculty of the mind and in every circumstance of life ; so a« 
to make the greatest possible outlay of one's self for the glory of 
God and the good of man. Material advantages may be gained or 
lost in the full steady development of such a plan ; but, whether 
lost or won, they affect not its vital forces within, or its vigorous 
manifestations without. 

Such a large divine plan of life and of every day's and hour's 
activity in it, such a purpose of full perpetual productiveness, will 
awaken unceasing zeal in tbe pursuit of great objects ; and, while 
stimulating the mind into ever new growth, will be constantly add- 
ing new strength and beauty to the character, by the constant ex- 
ercise of its virtues energies and graces ; and will pour into the 
hearts of others that full tide of blessings which should flow out 
of each capacious human heart to mankind. 

The elements thus mentioned : these high tastes and their cor- 
responding mental and moral habits must abound in the true 
teacher of the highest type, in common with every man who is 
privileged with the opportunity, or rather the appointment which 
the opportunity implies, to serve mankind, in the higher relations 
of our earthly condition. 

[conclusion next month.] 



An excessive cultivation of the memory in children is a great 
error on the part of parents and teacherei. A head full of the 
opinions of others is worth little to any. Facts and principles are 
the legitimate treasures of the memory ; but the wisdom derivable 
from them must be gained by the mental labor of the individual 
himself. A well stocked memory may give one an imposing ap- 
pearance, but it will never make him strong or original. He that 
would lead men and minds, must take his position in front, not in 
the rear of them. 



HINTS TO TEACHERS OF KEABING. 43 

HINTS TO TEACHERS OF READING. 

BY M. T. BROWN. 

It is simply unnecessary to urge the importance of Reading, 
as a branch of school study. Whoever may question the utility 
of any other branch, no one rules this out of his list of essentials. 
Since the days when the "three R.'s" held almost exclusive sway 
in the common school until now, Reading has steadily held its 
place of first importance, in all " schemes," or "courses of study." 
Indeed, it is now generally conceded that no education is tolera- 
bly complete, without the ability to render the written thoughts of 
others in an easy, fluent and graceful manner. To render a po- 
etic or prose selection with appropriate feeling^ as well as with a 
due regard to grammatical construction, enunciation and pronun- 
ciation, should be the aim of instruction in this branch, then read- 
ing becomes a fine art^ as well as a polite accomplishment ; and 
to read becomes something more than a dull repetition of 
words. 

Reflect a moment that the bad elocution, which from the pulpit, 
platform or forum, burdens and pains the ear, is the result of 
early neglect on the part of the teacher ; of early mismanagement 
of the voice in the primary schools ; and you must concede the 
importance of more thorough preparation on the part of those who 
essay to teach this most important and difficult art. 

As in politics, there are hostile parties dividing upon bank or 
tariff — as in religion, there are various sects, so in the teaching 
of reading, where so much depends upon the ta%te^ as well as 
the scholarship of the teacher, it is not surprising to find wide 
differences of opinion as to methods of instruction. Let us indi- 
cate two classes of teachers, representing different if not rival 
philosophies ! 

The one of these classes is anxious to adopt all the aids which 
science has rendered, both in its description of the organs produ- 
cing speech, and in the analysis of the powers of the human voice. 
The teachers of this class recognize and insist upon an exact and 
careful enunciation of the elements of speech, frequently repeated, 
until the pupil knows each of the forty-three simple elements 
entering into his talk so continually. They recognize Reading as 



44 THE OHIO EDUCATIONAL MONTHLY. 

an Art, and like every other art illustrating the force and propri- 
ety of rules, as concise statements of underlying principles. They 
assert that there is such a thing as correct taste, in reading, as 
in music, painting, or sculpture, and that the reader should be 
held amenable to violated laws, in the one case, as certainly as in 
the other. They hold that beyond individual caprice or whim, 
there are fixed laws for the expression of sense and sentiment ; 
that there is a right and a wrong, an artistic and an inartistic, in 
reading, that the rule of the Elocutionist is but a description of the 
manner in which every man of one hundred will express himself, 
under the influence of a given passion or emotion, and became a 
nUe precisely because it is universal, your mode and mine, of 
expression. 

To this class of teachers (it is to be hoped an increasing one) 
the great work of Dr. Rush, entitled " The Philosophy of the 
Human Voice,** will prove a mine of definite and comprehensive 
instruction. The works of Wm. Russell, the Elocutionist, whose 
illustrations of the art of reading have been more generally copied 
than acknowledged, furnish suggestions which no teacher of read- 
ing can afibrd to be without. 

The other, and more numerous class of teachers, say, in effect, 
" Avoid all rules !" " To teach by rule makes the reader mechan- 
ical in utterance, artificial in tones, precise and stiff in enuncia- 
tion, and unnatural in modulation !" 

Such teachers will criticise their classes by the use of such gen- 
eral directions, as, " Bead naturally r " Bead this selection just 
as you would talk r^ Now to all such criticism the objection is 
ready, that it lacks point and meaning, and needs an interpreter 
badly ! It is all very fine to repeat your talismanic " Be natural," 
but what do you mean by the term in this connection ? Will not 
the pupil understand " nature" to be synonymous with custom, 
and so read as his second nature, habit, suggests ? 

Depend upon it, you may again and again pry your contuma- 
cious pupil out of the worn ruts of a bad habit in utterance, by 
repeating this or some other sounding term, only to witness him 
again and again relapse into the same error. He has heard you 
and other teachers repeat the unhappy generality one hundred 
times, and so when you again repeat your desire that he should 
<< drop his reading tone and become natural,^ he perhaps raises 



HINTS TO TEACHERS OF READING. 46 

the pitch of voice, increases force, quickens his rate of utterance, 
and so goes on with his '^ tone" to the end of the chapter ! 

Remember ! We would urge no objection to the use of this 
word, " nature," except that it is entirely too general. It is a 
just, true, but exhaustive word. It means too much and confuses 
your pupil. We remember to have heard a learned Professor of 
Chemistry in Yale College, say in !reference to a technical term 
of quaint orthography, ^^ This term, young gentlemen, seems to 
have been invented as a convenient shield for our ignorance of the 
true process of nature, and you will observe that it answers its 
purpose well !" In this instance it answers no higher purpose, 
with most who use it, than to conceal a lack of power to criticise 
and correct. If the teacher chooses to use this term we shall have 
no quarrel with him, provided he proceeds to show his pupils that 
Elocutionists' rules are founded in nature and never in caprice ; 
that these rules are only transcripts of universal modes of expres- 
sion, and that a reason lies right beneath each rule. 

Thus in the expression of the passion of Anger, the rule re- 
quires increase of force or loudness, and a higher pitch. We 
shall find that the physical organization sympathizes with, or ra- 
ther helps express the passion, as well as the voice. There is an 
increased action of the circulatory organs, the muscular and ner- 
vous action is increased, and what wonder that a corresponding 
effect marks the utterance ! 

In inflections — ^pronounce the word ah ! as a simple response to 
a pleasant narrative. Notice that the voice slides upward one or 
two notes of the musical scale. Surprise will carry the voice up 
three or five notes, and intense astonishment a full octave, or even 
more ! 

But it is not necessary to multiply examples. Only let us sug- 
gest that the more frequently you show the pupil the correspond- 
ence between what you term nature, and just rules of expression, 
the more marked and satisfactory you will find his progress. 

How shall we define good Reading ? Here are two exhaustive 
definitions, defining the art of reading accurately : 

" The art of reading consists in having all the constituents of 
speech, whether alphabetic or expressive, under complete control, 
that they may be properly applied for the vivid and elegant de- 



46 THB OHIO EDUCATIONAL MONTHLY. 

lineation of the sense and sentiment of discourse." — Dr. Rush on 
the Voice, 

Again : 

" Reading is ,the appropriate intellectual and emotional utter- 
ance of written language." — Wm, RvsBclh 

We have quoted these two admirable definitions, and urge teach- 
ers to notice their requirements, and answer whether reading is 
jeally taught in many of our schools ? 

Let us restate the proposed method suggested by these defini- 
tions, only adding that the reading lesson should rarely exceed 
two stanzas in poetry, or one-half page of prose. 

The pupil should be required to, 

1st. Analyze and give expression to the thought. 

2d. Analyze and give expression to the feeling, sentiment or 
passion. 

8d. Look to the mechanical execution, pronunciation and 
enunciation. 

In the primary school there should be constant practice on the 
alphabetic elements. We teach the alphabet, we do not teach the 
true elements of speech. Each reading lesson should be pre- 
faced with an exercise, &om a chart of elements^ and each pupil 
so drilled as to be able to give a separate and exact enunciation, 
and easy execution of. the unmixed sounds of the elements. 

The exercise may be conducted thus. The teacher pointing to 
a word, (say made) says : 

Pronounce the word. (All pronounce it.) 

How many letters has this word ? (Ans. Four.) 

How many sounds has this word ? (Ans. Three.) 

Which letter has no sound and is silent ? (Ans. e.) 

Name the letters ! 

Give the sound of each letter ! 

The second requirement, namely, to give " emotional utterance" 
to written language is rarely more than hinted at by a majority 
of teachers, and yet it is as legitimate a branch of study and trial, 
this attempt to gain the power to express the emotion or passion, 
as to give expression to the meaning of the selection. In con- 
clusion, let us hope that this noble art may receive a fair share of 
thought and consideration from those to whom the interests of 
early education are committed. 

Toledo, Feb. 1st, 1860. 



KORMAL AND PROFESSIONAL. 47 



NORMAL AND PROFESSIONAL. 

BY E. B. WHITE. 

There are very many teachers who lay down an educational pa- 
per, in which they find no particular reference to their daily 
school-room duties, unsatisfied and disappointed. No matter how 
thorough and important the articles, or how fundamental in a sys- 
tem of education the themes discussed, the paper " don't pay" un- 
less it contains something practical. Nor is this feeling unnatu- 
' ral or unreasonable. The teacher is engaged in a great work, 
beset with difficulties. He craves assistance and needs it. 

To meet this want in a satisfactory manner, it is our^ purpose 
to present in this department of the Monthly , a series of practical 
articles which shall contain important instruction and suggestions, 
upon the every day-work of the most humble teacher. 

SPELLING. 

The impression is quite general that the ability to spell well is 
innate and not acquired. As a consequence of this sentiment, 
especially among teachers, the importance of spelling as a school 
exercise is greatly undervalued ; the exercise becoming a mere 
routine, dull and profitless. 

It is doubtless true that the ability to spell well depends prima- 
rily upon close attention and memory. A scholar deficient in 
either of these particulars, and especially the first, will find it dif- 
ficult to learn to spell. The habit of observing the exact form of 
a word and the precise difierence between it and other words is 
essential to a good speller. This habit, if not acquirable, can cer- 
tainly be greatly strengthened, and especially at an early age. 
Otherwise, how can we account for the fact that in schools in 
which spelling is neglected, very few scholars spell well, but in 
schools in which children are thoroughly drilled in this exercise, 
very few spell ill ? I have seen the same grade of schools taught 
by different teachers present a marked contrast in this respect. 
It is doubtless true that no amount of drill will cause all scholars 
to spell equally well. There will be a difference in results ; but it 
will be the difference between good and excellent, instead of good 
and bad. 



48 THE OHIO EDUCATIONAL MONTHLY. 

We shall present our ideas of a drill in Spelling under a few 
distinct heads. Most of these suggestions, we have urged upon 
teachers from time to time and, as a result, witness, almost dailj, 
admirable spelling. 

Preparation of Lesson. — ^After the assignment of the lesson, 
the first step in a spelling exercise is its thorough preparation on 
the part of the scholar. It is very important that this duty be 
well done. It will require careful study and attention. The mere 
running of the eye over the letters of the different words is not 
enough. The words should he copied neatly upon slate or paper. 
This is an important matter. It should be done by all grades of* 
scholars and in all elementary schools. The slate should be the 
constant companion of the Primer and Speller. But, says one, 
my scholars cannot write ; how can they copy spelling lessons ? 
With a very little assistance, children will soon learn to print 
neatly and rapidly. Even in the primary school, a good degree 
of skill may be acquired. In some schools children are taught at 
once to write. I see no advantage in this, especially with small 
scholars. But whether scholars print or write, they need to be in- 
structed. Their first essays must of necessity be very imperfect. 
Mere practice is not enough. It will, it is true, correct some of 
their mistakes and cause slow progress. Scholars must be assist- 
ed. How can this best be done ? By use of black-board. Let 
the teacher take one letter a day, grouping those letters which 
most resemble each other in shape. Form this letter upon the 
board, pointing out the exact order in which to form its different 
parts. To secure neatness and effort, require the letter to be re- 
peated five or six times in a line, thus : 

a a a a a 
a a a a a 
&c. 

This will make a neat appearance upon the slate and will also 
give the scholar some idea of arranging words in columns. Two 
such exercises a day upon the same letter, each exercise contain- 
ing from ten to fifteen lines, will afford valuable assistance in 
learning to print. Meanwhile the attempt to print a few words, 
each day, will greatly increase the scholar's desire to learn. 

In printing a letter all unnecessary marks should be omitted. 



NORMAL AND PROFESSIONAL. 49 

Reduce the letter to its simplest form. At first only use the small 
letters. 

Instruct young scholars to divide words and syllables by means 
of a short hyphen Too great a distance between the syllables 
destroys the natural appearance of the word and, of course, sub- 
verts one object of the exercise. Dispense with the separation of 
words into syllables as soon as scholars are familiar with the same. 

The above suggestions in regard to printing upon the slate are 
equally important in teaching children to write. Black-board in- 
struction is almost a necessity. 

At first the teacher will meet with difficulties. When, however, 
these are once overcome, an important aid in teaching spelling 
will be secured. Nor is this all. Early instruction in writing 
will be secured. 

The writing of the spelling lesson should not supercede study. 
The lesson must be studied as well as copied. 

The Reading of Lesson. — I approve of scholars "reading" 
spelling lessons, but the words should be read fi*om slate. With- 
out some such check, scholars will form a careless habit in print- 
ing or writing. This will secure accuracy. A mistake in copy- 
ing should be regarded a serious failure. The object of writing 
the word is to fix its written form in the mind. When this is once 
done, any deformity in the word is at once detected by the eye. 
It is also in writing words, that we reveal our want of skill in 
spelling. Thus, it happens, that good oral spellers often make sad 
work with the pen. 

In this reading exercise, the words should be properly divided 
into syllables, and each syllable correctly pronounced. But more 
on this point under the next heading. 

Pronouncing Words. — In pronouncing words, do not pitch 
your voice upon a high key and roar yourself into bronchitis. Let 
your voice be natural. Speak your words distinctly, yet sweetly. 
The spelling tone so common among teachers and of course imi- 
tated by scholars is an intolerable nuisance, and ought at once to 
be abated in all our schools. Avoid, also, the mumbling of words. 
Each articulate letter and syllable should be enunciated clearly. 
This, and not noise, is distinctness. 

Two errors in pronouncing words are common among teachers. 
One consists in giving a wrong vowel-sound in unaccented sylla- 
4 



50 THB OHIO EDUCATIONAL MONTHLY. 

bles. This is, sometimes, done humanely (?) ^^ to keep scholars 
from missing." The word summons, for example, is pronounced, 
without accent, sum-mon« ; edible, ed-i-ble ; eatable, eat-a-ble, &c- 

The other error is the opposite of the one named, and consists 
in mumbling unaccented syllables, omitting consonant elements 
and reducing all short vowels to an obscure short u or i. It in 
true that in the unaccented syllables of many words a, e, i, o and 
u, have alike the sound of short u. In other words, however, 
equally if not more numerous, each of these vowels has its oum 
short sound, though obscure. There is a difference in the obscure 
short sound of these vowels, and the voice ought to mark the 
same. The word excellent, for example, should not be pronounc- 
ed eX'9\d'Unt ; government, guv-ur-munty &c. Every word should 
be pronounced in a spelling exercise precisely as the same word 
would be in distinct^ slow reading. 

Give scholars but one trial on a word. Teach them the import- 
ance of thinkinking before speaking, and the difference between 
knowing and guessing. 

Try to make scholars miss, — The great object of a spelling ex- 
ercise is to fix the orthography of words in the memory. True, 
this is done in part by study, but the recitation should deepen the 
impressions thus received. The mere fact that a class can spell 
all the words of a lesson the next minute after closing the book, is 
no evidence the same can be done in one week, one day, or even 
in one hour. 

The orthography of a word is not properly known until the 
scholar knows he is right. No difference how other scholars speD 
the word, there should be no doubt in his mind. This certainty in 
spelling is easily secured in oral spelling by passing words, whether 
spelled correctly or incorrectly, to other scholars. Let the teacher 
iirive to mislead the class. Suppose a class before us. 

Teacher. Confer. 

Scholar. C-o-n, con — f-e-r, fer — confer. 

Teacher. Next, 

Scholar. C-o-n, con — f-u-r, far— confur. 

Teacher. John, how do you spell fer ? 

John. F-u-r, fur. 

Teacher. James, how do you spell fir, a kind of tree ? 

James. F-i-r, fiir. 



NORMAL AND PROFESSIONAL. 51 

Teacher. Well, then, how do you spell confer ? 

James. C-o-n, con — ^f-i-r, fir — confir. 

Teacher. Next. 

Scholar. C-o-n, con — ^p-h-u-r, phur — conphur. 

Teacher, p-h-u-r spells for in sulphur ; but can none of you 
think of another way to spell the last syllable of confer ? 

Henry, p-h-o-r, phor. 

Teacher. We have fer, fir, fur, phur and phor for the last syl- 
lable of confer. Which is correct ? 

Without consuming more space, the nature of this drill must be 
manifest. The above blunders would not of course occur in a 
well-drilled class. Still, failures may often be caused. When no 
member of a class can be made to fail, a teacher can truly say, 
** a good recitation." 

Some teacher may say, I have no time for such drills. Take 
time. There are but few difficult words in any reasonable lesson. 
These words should receive attention. The custom of pronounc- 
ing all the words of a spelling lesson in order, and each word but 
once, is a dull and almost useless routine, and should be avoided 
It is a waste of time. Do not complain of a want of time with 
such habits. Pronounce and repronounce the difficult words. 
Drill, drilly drill. 

Insist on the Pronunciation of Each Syllable, — ^It is just as 
easy to secure the pronunciation of each syllable of a word as 
half. Habit is almost everything in school training. In spelling 
a word each syllable should be pronounced precisely as when the 
whole word is spoken. The remarks already made upon the pro- 
nunciation of words by the teacher, apply here. The vowel-sound 
in unaccented syllables should be correct. 

In spelling words ending in ed, as hatched (hacJU) for example, 
the ed should not be spelled as a separate syllable. This would 
give hatch-ed, not hacht. 

I find few classes taught to spell correctly words, the first sylla- 
ble of which is a single vowel, as away, afraid, again, enough, 
iris, &c. In spelling these words neither syllable is pronounced. 
Both should be and it should also be remembered that the sound of 
a, when it forms the first syllable of a word, is not long. 

The last syllable of such words as pity, lily, many, shadowy, 
&c., is not usually pronounced. In speaking these words, what 



52 THE OHIO EDUCATIONAL -MONTHLY. 

Bound forms the last syllable ? This sound (short i) should be 
given in spelling the word. 

Sounds of Letters. — ^Every teacher of reading or spelling ought 
to be familiar with the elementary sounds. Indeed, it is not pos- 
sible to teach these branches with accuracy without such informa- 
tion. The ear should be able to analyze a spoken word into its ele- 
ments, and thus detect the precise error in its utterance. Upon 
the importance of teaching children these sounds and drilling 
much upon articulation, I have not time now to dwell. 

Short Lessons and Constant Reviews. — ^Give few new words for 
a lesson and require perfection. Review frequently and persist- 
ently. The practice of taking classes through the speller every 
term is a great mistake. Lesson after lesson of the book is as- 
signed, spelled, left and forgotten ; just as though to get ahead 
was the great object to be attained. Such a course is futile. The 
difficult words of the preceding lesson, or lessons, should be pro- 
nounced each day. Nor is this enough. Let every fifth lesson be 
a review of the last four lessons. Nor is this enough. The class 
should not be permitted to advance more than ten lessons without 
being thoroughly examined upon the same. Require as a condi- 
tion of advancement, the spelling of at least ninety-five per cent., 
of the words pronounced in the examination. Not more than five 
per cent, should be missed in oral spelling. 

Proceed with the next ten lessons in the same manner. Review 
these lessons and examine the class on the twenty lessons. Then 
advance over ten new lessons ; then review and examine. 

Spelling by Writing. — ^As soon as classes can write with suffi- 
cient fluency, the exercises of spelling should be conducted by 
writing. Inasmuch, as each scholar will now be obliged to spell 
all the words pronounced, and this, too, with the pen or pencil, it 
will afford a more thorough test than oral spelling. Still, oral 
spelling should not be wholly omitted. 

In correcting the spelling of the different scholars prevent dis- 
honesty. With great care on the part of the teacher, scholars 
may be permitted to correct each other's spelling. The words 
can be spelled by one or by all the scholars in turn. In this ex- 
ercise each syllable should be pronounced as in oral spelling. 

An exclusive use of the Spelling Book for the purposes of spell- 
ing is as great a mistake as its non-use. Spelling should be united 
with the exercise of reading. 



f oetrj-. 



THE TWO WORLDS. 

Two worlds there are. To one our eyes we strain. 
Whose magic joys we shall not see again: 

Bright haze of morning veils its glimmering shore 
Ah, tmly breathed we there 
Intoxicating air — 
Glad were our hearts in that sweet realm of 
Nevermore. 

The lover there drank her delicious breath 
Whose love has yielded since to change or death ; 
The mother kissed her child, whose days are o*er. 
Alas I too soon have fled 
The irreclaimable dead : 
We see them — visions strange — amid the 
Nevermore. 

The merry song some maidens used to sing— 
The brown, brown hair that once was wont to cling 
To temples long clay-cold : to the very core 
They strike our weary hearts, 
As some vexed memory starts 
From that long-faced land — the realm of 
Nevermore. 

It is perpetual summer thera But here 
Sadly we may remember rivers clear, 

And harebells quivering on the meadow-floor. 
For brighter bells and bluer. 
For tenderer hearts and truer 
People that happy land — ^the realm of 
Nevermore; 

Upon the frontier of this shadowy land, 
We, pilgrims of eternal sorrow, stand. 

What realm lies forward, with its happier 
Of forests green and deep. 
Of valleys hushed in sleep 
And lakes most peaceful ? 'Tis the land of 
Evermore. 



54 THE OHIO EDUCATIONAL MONTHLT. 

Very far off its marble cities seem — 
Very far off— beyoncj our sensual dream — 

Its woods, unruffled by the wild wind's roar: 
Yet does the turbulent surge 
Howl on its very verge, 
One moment — and we breathe within the 
Evermora 

They whom we loved and lost so long ago 
Dwell in those cities, far from mortal woe — 

Hunt those fresh woodlands, whence sweet carrollings soar. 
^ Eternal peace have they : 

Qod wipes their tears away : 
They drink that river of life which flows for 
Evermore. 

Thither we hasten through these regions dim, 
But lo, the wide wings of the Seraphim 

Shine in the sunset ! On that joyous shore 
Our lighted hearts shall know 
The life of long ago : 
The sorrow-burdened past shall fade for 
Evermore. 
— Dublin Uninersity Magcufine, 



THE POET'S FRIENDS. 

BT W. D. H0WELL8. 

The Robin sings in the elm ; 

The cattle stand beneath, 
Sedate and grave, with great brown eyes. 

And fragrant meadow-breath. 

They listen to the flattered bird, 

The wise-looking stupid things, 
And they never understand a word 

Of all the Robin sing& 

— AUantie Manthly. 



Sdettions. 



EXTRACT FROM GOVERNOR OHASE'S LATE MESSAGE. 

" Pew citizens, I trust, are disposed to abridge the means and 
opportunities of education now offered to the youth of the State. 
They know that the power created by education, and made avail- 
able in all forms of labor, in all processes of art, and in every 
sphere of useful action, is worth many times its cost. They feel, 
however, that the cost is great, and care is needed, lest by im- 
providence and extravagance disaffection may be excited towards 
a system so beneficent. 

With a view to the increased efficiency of the system I again di- 
rect the attention of the Legislature to the propriety of more ef- 
fective aid to Teachers' Institutes, and of some provision for 
agents to be appointed by the State Commissioner to fulfill those 
duties of addressing public meetings and conferring personally 
with local authorities, now imposed on that officer, but impossible 
to be adequately performed without prejudice to demands on his 
time and attention even more important. 

With a view to greater economy, it deserves inquiry whether 
some additional limitations may not be usefully imposed on the 
powers now exercisod by the Township Boards of Education. 

The interest of the Irreducible Debt arising from sales of School 
Lands is now distributed among the counties according to their 
respective interests in such lands. In the counties it is again dis- 
tributed among the townships in proportions determined by simi- 
lar considerations. 

It cannot be doubted that the Federal Government, in granting 
these lands, intended equal benefits to all parts of the State. The 
terms of the grants, however, were originally construed as vesting 
the title to them in the State for the use of the townships in 
which the sections sixteen were situated, or for the use of larger 
districts for which provision was made by grouts of lands not 
within their limits. Whether this construction was correct or not, 
it may not now be worth while to enquire. It has long been act- 
ed on, and may perhaps be regarded as settled. It defeats, how- 
ever, to a certain extent, the equal intent of the grant ; imposes 
great labor on the State and County Auditors ; perplexes the pub- 
lic accounts ; and embarrasses somewhat the general operation of 
our school system. 



56 THB OHIO EDUCATIONAL MONTHLY. 

Upon examination of the apportionment among the counties of 
the whole fund thus distributed, I am satisfied that very little, if 
any, cause of complaint would arise, if the various divisions of the 
Irreducible Debt into Virginia Military, United States Military, 
Section Sixteen, Section Twenty-Nine, W estem Reserve and Mo- 
ravian were consolidated into one fund, and the whole interest dis- 
tributed among the counties in the same proportion as the gene- 
ral School Fund. The saving of labor and expense which would 
be eflfected by this reform, and the clearness and intelligibility 
which it would introduce into our financial system, will, in my 
judgment, warrant some compensation to particular counties, 
should it be found that any are deprived by it of revenue, to which 
they have a just claim. The subject is certainly of sufficient im- 
portance and interest to merit your careful consideration, and a« 
such I recommend it to your attention." 



Governor Dennison in his inaugural says : 

'^ We have adopted a vigilant and humane confinement and dis- 
cipline for the vicious ; have erected asylums for the unfortunate 
which challenge the admiration of the world ; have endowed col- 
leges and universities numerously and liberally, and organized s 
system of schools for educating the youth of the State, which is 
justly our greatest pride." 



THB LIBRARY LAW. 



Speaking of the passage of the suspension bill in the Senate, 

and the various arguments used in the debate, the Xenia Torch 

Light says : 

" For those who really believe that that the Legislature exceed- 
ed its constitutional power when it provided for the levying of a 
tax for this purpose, and for those who place their opposition to it 
upon the ground that the system has proved a failure, we CMi 
have some degree of respect, while failing to see the force of their 
arguments — but for the legislator whose sole objection is founded 
upon the question of economy, the best that can be said, is, that 
he mistakes his calling when he dabbles in legislation. To gravely 
debate a matter of such vast moment as this of furnishing the 
means of education and enlightenment to the future sovereigns of 
the State, and to object to it only because it involves a taxation 
which amounts to about seven mills on the hundred dollars, is a 
position which a legislator for a free people, and for a people who 
desire to remain free and prosperous, should hesitate to take. 
Taxation should be avoided as far as possible — ^but it is not, in 
our opinion, the part of wisdom to cut off that which comes di- 
rectly back to the people in the shape of facilities for increasing 



SELECTIONS. 57 

their mental and moral power, and at the same time leave ub- 
touched the many large leaks, the streams from which run only 
for the advantage and into the pockets of office-holders and po- 
litical speculators.'^ 



SPIGOT ECONOMY. 



By the present law, a tax of one hundredth part of one per 
cent, is levied for furnishing the youth of the State with useful 
reading. In most cases, so far as we can learn, this policy is well 
sustained by the tax-payers, and its advantages highly prized by 
the young people for whose benefit it was instituted. In this city 
it is regarded as a very important feature in our public educa- 
tional facilities. 

The Senate has already passed a bill to suspend the operation 
of this law for two years. Now, the question arises, if the law is 
wrong in principle, why not repeal it at once, and have done with 
it. That is as easily and readily accomplished, as the other course. 
Let us have something that can be relied on. This vascillating 
policy is unworthy of the State, and only calculated to defeat any 
good results from the money which is expended. In order to 
anything like success in a library system, we want, of all things, 
stability — something that can be depended on from one year to 
another. But as it now is, no one knows what provision to make 
for the future in regard to the School Libraries. 

One thing is clear to our mind, that if the law is ever to be in 
force, its proper execution is as certain under the administration 
of our present State School Commissioner, as it is likely to be 
under that of his successors. He has been so unfortunate we are 
aware, as to provoke the hostility of certain book-makers, who 
modestly proposed to relieve him from the labors which the law 
h&s devolved upon him, of selecting the publications which shall 
go into the School Libraries. That these should be anxious to 
have the law suspended during his term of office, is by no means 
surprising. — Toledo Blade. 



A TRIBUTE TO THE SCHOOLMASTER. 

Sir J. T. Coleridge, in a speech delivered before an educational 
institution in England, pays a tribute alike eloquent and deserved 
to the teachers of England, boasting that he was himself descend- 
ed from a family whose proudest title was that they were school- 
masters. We quote a single passage : ^^ I now pass on to the 
second class of those who are called upon to return thanks to the 
University of Oxford — ^I mean the schoolmasters of the county 
who have taken part, or who shall take part, in preparing pupils 
for these examinations. They must feel that their position is 



58 THE OHIO EDUCATIONAL MONTHLT. 

raised by it. When I say raised, don't let me be supposed for 
one moment to imply that it is a profession that is required in the 
estimation of society to be raised. My grandfather was a school- 
master. I was a pupil of an uncle whom I loved and honored as 
my father. I was a pupil at Eton of a cousin whom I loved as an 
elder brother. One of my brothers, as many of you know, has 
been for years laboring in the school at Eton — successfully, I may 
say, certainly diligently for a great number of years as assistant^ 
master. I come of a mmily of schoolmasters ; and let me assure 
those who are here of that profession that I hold that part of my 
descent with as much pride, and greater pride, than I do my be- 
ing able to trace it upon the other side to a gentleman who hap- 
pened to be Lord Mayor of London for several successive years 
in the reign of King Henry III. (Applause.) I look upon my 
schoolmaster's descent as the more noble of the two ; and I am 
perfectly certain that not only the schoolmasters now assembled, 
but all the intelligent persons who are here, will go along with 
me in that feeling." ' 

STATE SUPERINTENDENTS OF COMMON SCHOOLS. 

Alabama Gabriel B. DuVal, Salary |2,000 

Arkansas Alexander Boileau, " 

California Andrew J. Moulder, " 8,500 

Connecticut David N. Camp, " 

Illinois Newton Bateman, ** 1,500 

Indiana Samuel L. Rugg, ** 1,800 

Iowa Thomas H. Benton, " 1,500 

Kentucky Robert Richardson, " 1,000 

Louisiana Henry Avery, " 2,000 

Maine Mark H. Dunnell, " .! 1,200 

MassachussettA Geo. S. Boutwell, " 1,900 

Michigan John M. Gregory, " 1,000 

Missouri Wm. B. Starke, " 1,500 

New Hampshire S. H. McCoUister, " 

New Jersey John H. Phillips, " 500 

New York Henry H. Van Dyck, " 2,500 

" B.W.Keye8, Deputy, •« 1,500 

North Carolina CaWin H.Wiley, " 1,500 

Ohio Anson Smyth, " 1,500 

Oregon John Whiteaker, " 1,500 

Pennsylvania Henry C. Hickok, " 1,500 

" JnoM. Sulliyan,Dp'y " 1,400 

Rhode Island J. B. Chapin, " 1,200 

Texas Cyrus H.Randolph, " 1,800 

Vermont John S. Adams, " 1,000 

Virginia Wm. A. Mencun, " 2,000 

Wisconsin J. L. Piokard, " 1,000 



dBbitorial gtpartmint^ 



AVERAGE DAILY SCHOOL ATTENDANCR 

We have of late noticed that the subject of average dailj attendance apon the 
flchools of the State, is exciting some attention It is made an objection to our 
school system, that while it provides for the education of all the children of the 
State, less than half of them are in daily attendanca This is an honest objec- 
tion, and deserves fair consideration. But while we admit that absenteeism is a 
great evil, we are of the opinion that certain explanations will serve to relieve 
the subject of no small share of misapprehension. 

In the first place, let it be remembered that our school law requires the enu- 
meration of all the children and youth of the State between the ages of five and 
twenty-one years. This rule covers a period of sixteen yeftrs ; a term for com- 
mon school attendance greatly beyond what can with reason be expected that 
most children will complete. In nearly all our graded schools there are rules 
by which children under the age of six years are excluded. The majority of 
joath who have reached the age of sixteen, are, owing the pressure of other em- 
ployments, unable to attend school It is probable that one-half of the girls of 
the State marry before they reach the age of twenty-one. The average age of 
pupils in the High Schools of the State, does not exceed sixteen years. Had the 
law required the enumeration of all from six to sixteen years, giving ten school 
years, the attendance would closely approximate the enumeration. 

In California the enumeration runs from four to eighteen years ; in Connecti- 
cnt from four to sixteen ; in Florida from five to eighteen ; in Georgia from eight 
to eighteen ; in Kentucky firom six to eighteen ; in Massachusetts firom five to 
fifteen ; Michigan from five to eighteen. These facts should be considered when 
we make comparisons respecting non-attendance in different States. 

Again, it should be considered that numerous causes operate to reduce the 
average daily attendance below the number enrolled in schools. Home ar- 
rangements and necessities, sickness and destitution, will often forbid uniform 
attendance on the part of the many. If there are forty pupils enrolled in a given 
school, and the average attendance is but thirty, that school should not be called 
a failura 

We admit the great importance of regular attendance ; but we can not see 
that the want of it should be charged to our school system. The system is in no 
way responsible for the stormy days, the bad roads, the measles, the whooping 
cough, the circus and the want of shoes which keep many children from school 
for a portion of every term. 



LIBRAET FIMD. 



Statement showing the amoant of School Library Fund paid into the State 
Treasury in the year 1859, and the amount to which each connty was entitled 
according to the enumeration of youth. 





Amount 
paid by each 


Amount 
to which each 
county was 
entitled ac- 
cording to 




Amount 
paid by each 


Amount 
to which each 
county was 
entitled ac- 
cording to 


COUNTIEa 


county into 
State Treas- 

11 FV 


COnXTIES. 


county into 
State Treas- 

Tii*ir 




ury. 


enumeration 




urjr. 


enumeratioo 


Adams, 


$442 97 


$735 44 


Logan, 


$698 42 


$770 16 


Allen, 


335 13 


675 45 


Lorain,. 


991 71 


1,002 52 


Ashland, 


727 91 


837 55 


Lucas, 


544 36 


684 05 


Ashtabula, 


832 70 


1,059 47 


Madison, 


787 20 


420 02 


Athens, 


368 36 


794 51 


Mahoning, 


910 22 


870 33 


Auglaize, 


320 93 


584 92 


Marion, 


627 99 


521 86 


Belmont, 


1,338 46 


1,327 92 


Medina, 


761 65 


884 78 


Brown, 


800 91 


1,042 14 


Meigs, 


465 87 


803 47 


Butler, 


1,874 54 


1,090 90 


Mercer, 


225 51 


494 74 


Carroll, 


461 03 


694 36 


Miami, 


1,165 93 


1,037 69 


Champaign 


1,027 96 


756 74 


Monroe, 


381 39 


977 23 


Clarke, 


1,184 53 


848 86 


Montgomery, 


2,408 16 


1,576 57 


Clermont, 


1,094 31 


1,196 81 


Morgan, 


535 65 


801 54 


Clinton, 


813 82 


714 43 


Morrow, 


622 36 


732 94 


Columbiana 


992 01 


1,150 63 


Muskingum, 


1,765 40 


1,552 60 


Coshocton, 


302 26 


910 14 


Noble, 


381 20 


767 75 


Crawford, 


688 72 


789 33 


Ottowa, 


162 29 


210 60 


Cuyahoga, 


3,332 39 


2,318 51 


Paulding, 


90 84 


155 52 


Darke, 


704 00 


941 97 


Perry, 


501 40 


741 75 


Defiance, 


205 41 


422 70 


Pickaway, 


1,298 13 


789 60 


Delaware, 


757 89 


824 40 


Pike, 


315 39 


472 33 


Erie, 


841 34 


755 23 


Portage, 


1,060 32 


799 14 


Fairfield, 


1,267 79 


1,085 30 


Preble, 


1,067 38 


750 90 


Fayette, 


735 02 


536 10 


Putnam, 


211 18 


423 79 


Franklin, 


2,346 72 


1,521 86 


Richland, 


1,064 71 


1,062 15 


Fulton, 


129 19 


476 76 


Ross, 


1,500 85 


1,185 80 


GaUia, 


394 95 


780 51 


Sandusky, 


504 34 


712 94 


Geauga, 


576 34 


536 47 


Scioto, 


628 94 


794 50 


Greene, 


1,344 44 


904 65 


Seneca, 


991 21 


1,050 59 


Guernsey, 


640 71 


931 78 


Shelby, 


487 67 


628 69 


Hamilton, 


10,988 02 


7,109 63 


Stark, 


1,556 18 


1,516 90 


Hancock, 


627 93 


860 58 


Summit, 


1,094 83 


936 80 


Hardin, 


318 30 


445 66 


Trumbull, 


1,029 96 


1,084 91 


Harrison, 


728 40 


715 70 


Tuscarawas, 


952 26 


1,174 35 


HeniT, 
Highland, 


112 10 


296 98 


Union, 


408 50 


565 47 


1,058 15 


1,015 00 


Van Wert, 


161 02 


353 92 


Hocking, 


274 36 


689 87 


Vinton, 


270 39 


514 17 


Holmes, 


678 70 


753 57 


Warren, 


1,385 69 


918 29 


Huron, 


993 11 


920 92 


Washington, 


724 43 


1,256 32 


Jackson, 


336 49 


686 75 


Wayne, 
Williams, 


1,188 09 


1,196 02 


Jefierson, 


942 23 


1,027 30 


202 86 


570 09 


Knox, 


1,025 29 


998 70 


Wood, 


260 82 


575 00 


Lake, 


526 08 


495 56 


Wyandott, 


426 61 


540 74 


Lawrence, 
Licking, 


606 34 
1,588 24 


810 42 
1,312 81 


w 9 






Total, 


$80,164 79 


$80,164 79 



Pont^iS llttDS. 



On the 24tli ult, Senate Bill No. 2, to suspend the school library tax, was 
taken from the table of the House, and on motion of Mr. Rees of Morrow, re- 
ferred to the Committee on Schools. Yeas 50, nays 34. Previous to this ac- 
tion the bill had been amended in committee of the whole by substituting repeal 
for suspension. This is a point gained; for repeal is greatly preferable to sus- 
pension. Let the law "live, or die; survive, or perish;" act, or be buried out of 
sight 

What will be the fate of the bill it is impossible to tell; though, in the lan- 
guage of another, " we think that it will turn out about as we expect" Some 
petitions have come in, asking for suspension or repeal ; while a greater number 
of remonstrances against such action have been received. Five such remon- 
strances, signed by nineteen hundred and twenty-three citizens, have came from 
Lacas county alone. 

The probability of the repeal of the law is greatly increased by the recent ae> 
tion of certain City Boards of Educatioa Nearly all the cities are strongly in 
favor of the library feature of our school system. At a recent meeting of the 
Gleyeland Board, a resolution was passed to ask the Assembly to amend the bill 
to suspend the library tax, so as to allow local School Boards to levy such a tax, 
at their discretion. As the large cities pay more into this fund than they re- 
ceive from it, they will gain by a repeal of the general law, with a proviso such 
as they ask Thus they are cut loose from the less wealthy districts who hitherto 
have been assisted by them. By such an arrangement Cincinnati will receive 
three or four thousand dollars more than under the operation of the law as it 
now stands ; and other cities will gain, relatively, the same. Cincinnati and 
Dayton have adopted the Cleveland memorial This action can not fail to work 
against the law as it now is. 

We write this February 3d, and it is quite likely that the question will be de- 
cided about the time that the Monthly No. 2, will reach its subscribers. 



Mr. Plants, from the Committee on Schools and School Lands, to whom was 
referred a petition, praying for a law to provide for the election of a School Ex- 
aminer in each township, reported against the change in the laws asked for by 
the petitioners, and requested to be discharged from the further consideration of 
the petition — ^which report was agreed to. 



Decease op Prof. Espy. — A well-known writer and investigator in the sci- 
entific world has passed away. Prof Espy, the author of the " Treatise on the 
Philosophy of Storms," and of many other scientific papers, less generally known, 
died in Cincinnati on Tuesday, Jan. 24th, at about 84 years of age. 



62 THE OHIO EDUCATIONAL MONTHLY. 

Rev. Wm. A. Holliday, of Indianapolis, hass been appointed Adjanct Profes- 
sor of Ancient Languages, and Professor of the German Language, in HanoTcr 
College. 



A resolution has been introduced into the Virginia House of Delegates inquir- 
ing into the propriety of taxing bachelors past 30 years of age $10 per annum 
for the education of poor children. 



Farming STUDENTa — ^The students of Western College, in College township, 
Linn county, Iowa, raised about four thousand bushels of com the last year. — 
I^change. 

Scientific Expedition. — The Lyceum of Natural History in Williams Col- 
lege propose to embark, on about 20th of February, on a second expedition, 
chiefly for the study of Natural History and the making of collections. The ves- 
sel of the expedition will visit the coasts of Lousiana, Texas and Central Ameri- 
ca, where shells, botanical specimens, birds, reptiles, and objects of general in- 
terest abound. The avails of the expedition after supplying a sett to the collie 
cabinet will be divided among those who assist in defraying its necessary ex- 
penses amounting to some $1,600 in all, divided into shares of $50 eacL Some 
eighteen indivduals are to go, composed of members of the college society and 
scientific men. The young men appeal to their friends for aid. They expect to 
pay all the expenses, aside from those connected with the voyage 



San Francisco Public Schools.— sBy the report of the Superintendent of life 
Public Schools of San Francisco, it appears that there are now 31 Schools under 
the control of the Board of Education, 8 of them Grammar, 7 Intermediate and 
12 Primaries, (of which 4 are separated from Schools of a higher grade,) 1 Col- 
ored, 2 Evening and 1 High School One of the Primaries is exclusively for 
Chinese learning the English language. 

The current expenses of these Schools for the past year, and stated at $97,004. 
The average number of Scholars in attendance was 2,800 ; making the cost per 

pupil per annum, $34.64. The average cost per Scholar in Toledo, as shown bj 

the Board's last report, is $10.76. 



A Suggestion. — ^The burning of the Female College at Oxford, O., suggests 
to the writer the propriety of advising all school directors and owners of high 
buildings, to keep about the buildings several good ladders. 

SCHOOL DIRECTOR 



Official gepartmtnt* 



CIRCULAR TO TEACHERS OF COMMON SCHOOLS. 

OFFICE OF STATE SCHOOL COMMISSIONER, ) 
Columbus, 0., February 1, 1860. J 

Section IS of tbe general school laws of State is as follows: 

" It shall be the dnty of the school-teacher to make out and file with the town- 
ship clerk, at the expiration of each term of the school, a full and complete report 
of the whole number of scholars admitted to the school during such term, distin- 
guishing between male and female, the average attendance, the books used, the 
branches taught, the number of pupils engaged in the study of each of said 
branches, and such other statistics as he may be required to make by the town- 
ship board or local directors, and until such report snail have been certified and 
filed by the said teacher as aforesaid, it shall not be lawful for said board or local 
directors to pay said teacher for his or her services." 

From the beginning of the operation of our school system, great difficulty has 
been experienced in endeavors to gain full and reliable returns from the counties. 
The Auditors, with justice, complain that Boards of Education do not furnish 
them with the facts with which to make up their repoi-ts to this offica The Boards 
complain that they are without the requisite data for making such reports as the 
law requires^ Where does this mischief originate ? Let us seek the cause, and 
lay the ax to the root of this tree, so fruitful of evil It is a matter of great im- 
portance ; and I call to it the careful consideration of the Teachers of the State. 

All the reports which the law requires must begin with the Teachers of our 
Schoola If they obey the demands of the section already quoted, there will be 
little difficulty in securing all other requisite statistics. Their duties lie at the 
foundation of the whole plan of facts and figures, and if the foundation is not 
sure, the entire superstructure will be uncertain. 

It is the duty of Teachers to understand what is required of them, before they 
begin their schools. From the first day of their terms, they should carefully reg- 
ister those facts from which their reports to the township clerks are to be prepared. 
It may be that some of them will find no registers provided for making entries. 
Each school-room should be supplied with an appropriate book for this purpose ; 
such, for example, as that published by Samson & Beer, of Zanesville, and a 
copy of which can be seen at the offices of all the County Auditors in the Stata 
But if no better means can be provided, each Teacher can easily put together a 
few sheets of paper, and rule the same afler the forms furnished in the " Ohio 
School Laws," pp. 101, 2 and 3; twenty thousand copies of which have been dis- 
tributed through the State. 

I ask all Teachers to look upon this business as a duty bound upon them by 
lawfiil authority. The moral sense of all Teachers should teach them that it is 
wrong and dishonorable to ask pay for their services till they have complied with 
the requirements of the law. 



64 MONTHLY NEWS. 

Again, I ask those Teachers who hitherto have been delinquent in this matter^ 
to reflect on the mischief thus occasioned The purpose of the system of reports 
is defeated ; and great interests are sacrificed to indifference and neglect 

May it not be hoped that they to whom this Circular is addressed, will resolve 
that in future there shall be no cause for complaint in regard to this subject ? 

Respectfully, 

ANSON SMYTH, 

School Commissioner. 



$ook lioticts. 



Tower's Gomioif School Grammar; with Models of Clausal, Phrasal, and Ver- 
bal Analysis and Parsing; gradually developing the Constitution of the Eng^ 
lish Sentenca By David B. Tower, A M. Boston: Crosby, Nichols & Ca, 
1859. 

Though not venerable and gray-haired with age, we well remember the lime 
when Murray's was the only Grammar in common use. We had no more ex- 
pectation that there would ever be any other text-book in Grammar, than that 
there would be another Bible. But our boyish forsight was greatly at fault 
Grammars — ^their name is legion. 

But among the best of these works is that whose title page we have giveni 
It is simple in its rules, -clear in its definitions and thorough in its analyss. 
Learners will find it '^a Tower of strength." 



History and Progress of Education from the Earliest Time to the Pres- 
ent. By Philobibuus, with an introduction by Henry Barnard, KLD., 
Chancellor of the University of Wisconsin. New York A. S. Barnes & Burr. 

The design of this work, as stated in the preface, is "to furnish such an ac- 
count of various systems of education which have characterized races, or have 
enjoyed successive pre-eminence during the historical ages of the world, as shall 
afford the student a competent general view of their spirit and practice." Such 
a survey must take a range almost too ample for a single volume. Still the 
limited space here has been well improved Each prominent system of study or 
education, as well as the distinguished teachers and master thinkers of each sqc- 
oeeding age, are passed in review, and the reader will find in it a great deal of 
valuable and instructive information, especiably desirable for one engaged in 
the work of educating othera 



We call special attention to our advertisements. In our March number we 
shall speak particularly of each. 



TUE 

OHIO 



EDUCATIONAL MONTHLY, 



MARCH, 1860. 



Old Series, Vol. 9, No. 3. New Series, Vol. 1, No. 8. 



i 



THE TRUE TEACHER OF THE HIGHEST TYPE. 



BY BENJAMIN W. DWIGHT, OF CLINTON, N. Y.* 

[CON'CLUDED.] 

But consider the true teacher of the highest type, 

In the second plaee, officially. 

His office is special. He assumes and agrees to guide others, 
in the greatest of interests and issues: in the establishment of 
their character immediately for this world, and mediately for the 
next ; and in furnishing them with the means and appliances for 
making their deepest resources of intellect, feeling and will, known 
and felt in all their future actions, to whomsoever may come into 
any of the relations of business, friendship, or even acquaintance 
with him. He undertakes accordingly to lead them to a harvest 
of results, which, while they can, if thoughtful, be somewhat cog- 
nizant of them, in the seed-time of his work, they can, for the 
greater part, realize, only in that vast, ever-accumulating future, 
in which those results will not only be unalterable, according to 
the law of kind for kind in harvesting ; but will also be vast and 
manifold, according to the law of abundant increase, which is the 
other law of all moral, as well as of all unblighted natural, har- 
vests. And how will any just sense of man's unending being 

* Author of the Higher Chriatlan Education, and Modem Philology. 



66 THE OHIO EDUCATIONAL MONTHLY. 

swell out the teacher's conception of the momentousness of his 
daily work, through all the infinity of space and time, especially 
with the added sense of the fact that no man liveth to himself or 
dieth to himself in anything and that therefore every action, even 
eating and drinking, should be sacred to the Lord ; and that vrhat- 
ever action is not so performed becomes thereby at once a desecra- 
tion of one's nature, one's duty, one's destiny and one's God. He 
who stands amid life's impressive scenes, with a heart responsive 
to their claims, and with his eyes turned towards the great awards 
of eternity, can not move through the little circle of the hours 
allotted to him here, with slow-paced thoughts and purposes. 

I. What then should be the special aims of the teacher, of the 
highest type. 

1st. He should aim in general, in reference to his own duty, 
under the law of an enlightened conscience, to do for each one 
submitted to his care exactly what he would fain have had done 
for himself, as, in the most full and penetrating retrospect of life, 
he sees and keenly feels the unreached possibilities of his nature, 
if it had been but rightly stimulated and trained. Here is the 
welcome application of the golden rule to his work, which with 
self-adjusting adaptedness fits itself with the same vital quicken- 
ing force to his employment, as to every other. As the true 
earnest teacher sees what great riches some, not only in other 
days but also in his own, have brought by diligence out of their 
own natures ; and realizes, whatever the pile of his own past ef- 
forts and attainments may be, that, by greater diligence activity 
and skill, it might have been much larger still ; since the past is 
wholly irredeemable, and its fixed facts can not be at all unfixed 
again : he bends his utmost energies delightedly to give all whom 
he can the benefit of his experience, and to secure for them the 
full measure of blessings which have been lost for himself. 

2dly. He should aim, in particular, in reference to each 
pupil's natural breadth of being and power, to perfect him to as 
high a degree of development, as his own highest skill and toil on 
the one hand, and the limitations of human advancement on the 
other will allow. 

It may do, if so they will and the world consents, for novices to 
try their hand in other works of usefulness or art ; but, he who is 



THE TRUE TEACHER OF THE HIGHEST TYPE. 67 

to venture upon the plan of fashioning a human being, yea rather 
hosts of them, to every excellence attainable, needs almost a 
prophet's wand for power and a prophet's inspiration in its use. 
Next to that of robbing another purposely no grief can lie as a 
heavier burden on a heart now honest and thoughtful, than that of 
having carelessly or ignorantly ruined them. To have pushed 
back the proper outgrowths of a human heart, or to have turned 
them into wrong directions, to have made by mismanagement the 
tree of life in the soul, planted by God's own hand, but an Upas- 
tree, blighting everything around and beneath it : who that knows 
at all what one human heart has within it, of possible good or 
evil to itself and others, can fail to feel in his own being the full 
rebound of the staggering blow whict he has so eviUy given to 
another. 

But consider 

n. His special ideals of his work. 

No work of genius can be achieved by a sculptor, dramatist, 
novelist, architect or other artist, without an ideal of which that 
work is but the outward material embodiment How much more 
therefore is such an ideal an absolute necessity to the true edu- 
cator, whose art is the greatest of all arts, in respect both to its 
subjects and objects, or in all the details of its design and the 
means of accomplishing them. 

Ideals may be spoken of abstractly as they are in themselves, 
or practically as they are seen and accepted by the minds that 
adopt them. All abstract ideals must by necessity, to be right, be 
absolutely perfect. Absolute good or absolute beauty are but 
other names for absolute right and absolute truth in a realized 
form. 

The larger and broader that his knowledge is ; and the higher 
the reach and finish of his mental and personal culture ; and the 
deeper and purer the flow of sympathy between his heart and 
God's : the more nearly will the ideals of our working with Him 
and for Him, among the elements of human character and destiny, 
be like in practice the perfect conception of them in theory. As 
the effects wrought upon the elements of the inner world are 
abiding, and determinative of unending issues for good or evil, 
unlike any of the results that are carved or impressed upon out- 



68 THE OHIO EDUCATIONAL MONTHLY. 

ward objects, which, like themselves, are material and perishable ; 
and as they are produced so easily and often so incidentally as to 
quite beguile us, without watchful care, of the sense of their dura- 
bility: one of the most needful as well as one of the most exalted 
and inspiring duties of a teacher is that of inspecting and studying 
and heightening perpetually his own imperfect ideals of his work. 
The elements out of which just ideals can be formed in this 
greatest of employments, and which must ever abide in them for 
their strength and beauty, are such as these : a deep sense of the 
innate glory of the human soul, as both mighty in itself and im- 
mortal in its being; a strong responsive estimate of God's own 
revelation of His relations to it, and of His high will concerning 
it; a deep glad ever influential conception of the fact that all 
life and truth and science are divine; since in them each God is 
the all in all, and in Him and for Him they are what they are ; 
and deep, gushing benevolence leading one to feel, that to initiate 
him in aim and action is the joy of one's being forever. 

III. Consider still again the special labors of the true teacher. 

1st, They must, beyond those of all human workers, be con- 
stantly and skilfully varied. 

A more absurd charge than that of the necessity of repetitious 
iteration in his labors could not be invented. In other forms of 
human toil the effort is indeed to reach exact mechanical monoto- 
ny of workmanship, in each product of the same sort. But in his 
high field of endeavors he can not, if he would, work in such a 
way: since the native constitution of the minds which he is to 
fashion and perfect is so different, and the influence of the sepa- 
rate previous treatment that they have received as well as of the 
special circumstances, amid which their earthly being is set for its 
development, is in each case so specific and so great. Variety is 
one of the first and most necessary ideas of art, and the power, as 
well as the instinct, to produce it is one of the highest endowments 
of an artist. How surprising and beautiful are the possible 
changes of effect in mere lines and in lights and shades, in marble 
and on the canvas, under the graver or the pencil of a true artist ; 
but how much greater are the capacities of man's wonderful nature 
for varied treatment and effect ; and how much greater the artist 
that knows how to employ and combine them, in endless variations 



THE TRUE TEACHER OF THE HIGHEST TYPE. 69 

of heavenly grace and loveliness, in the living character of a liv- 
ing soul. Not more multitudinous are the riches of vegetable life, 
than are the germs and buds and flowers and fruits with which a 
gardener of the human heart can refresh his sense of beauty or 
satisfy his love of acquisition. 

What stimulation will the true teacher feel to the adoption of 
the highest aims, ideals and efforts possible in his work, when he 
realizes that each one of his pupils has in him the elements of all 
the separate forms of personal superiority, to which any one of 
the race has at any time attained ; since whatever they may have 
been in any direction of power, art, genius, or skill, they have 
been all only human. Another high fact also realized by him will 
give wonderful energy to his activity : that the germs of all the 
worst crimes ever committed upon earth are consciously alive in 
each one of the race, however persistently cut off or trampled 
down by the good man in his own heart ; as well as the capabili- 
ties, all ready for a vast outgrowth, of the exceeding glories, in 
the end, and beauties of even angelic natures. How will one of 
such conceptions feel that in dealing with the human soul he is 
toning an instrument of a thousand strings, and of ten thousand 
times ten thousand concords or discords lying deep and unawak- 
ened within. 

2dly. They must be perpetual. 

The acquirement of gain is not his object, as with most men in 
other employments ; and therefore he is not looking forward to 
some anticipated accumulation of it, when he may retire with 
gladness from active life, as if positive quiescence were the chief 
good, or had any good in it, except as at times a matter of mere 
physical necessity. 

The true worker, also, for God and man considers work itself a 
pleasure. All the springs and wheels of his nature are set, so as 
to be put in motion and to move- aright, by an earnest spirit of 
work flashing deeply within them. With such a nature and in a 
calling which demands such constant varied toil, and which so 
soon, beyond any other, brings its own rewards with it, and those 
so great and satisfying, and so full of the promise of greater good 
still in the end, the true teacher finds patient, earnest toil, de- 
lightful beyond expression. 

III. They must be prayerful, and therefore hopeful. 



70 THB OHIO EDUCATIONAL MONTHLY. 

God has many specific fixed modes, which we call therefore 
laws, for conferring his blessings upon men ; as the law of work, 
the law of prayer, the law of patient waiting faith and' others 
like them, no one of which interferes in his economy one with the 
other, or is followed to the disregard of the rest. 

God delights to aid human labor, and promises in adyance to 
do it, if asked with loving faith in His character and word. And 
surely in no work more than this can one need at all times that 
"wisdom," which "if he lacks," he is bidden to ask of God, who 
"giveth to all men liberally and upbraideth not;" and in none can 
he need more to see His guiding hand, waving in streams of light 
before him, who himself tells us, that " the heart of man deviseth 
his way but the Lord directeth his steps." All greatness is in 
God and from God. True views of life are, in opposition to the 
prevailing habits of thought of this generation, and of ajl preced- 
ing generations, intensely theistic. God must be in all the teach- 
er's thoughts : God as his Ruler; God as his ever-present Friend ; 
and God as his willing, joyful Helper. Only men of faith do any- 
thing really heroic on the earth. Deep, steady, serene faith in 
God : — this is the highest culmination of intellectual energy, and 
of moral feeling in the breast of man, and therefore the crowning 
glory of our entire manhood. 

The real Bible-God, as He is, loving us and desiring our love 
with equal and indescribable intensity : delighting to employ His 
infinite powers for us and with us, and inviting us to full fellow- 
ship also in action with Him : is made practically unreal to most 
minds, in all the sweet relationships of heart which He himself 
proposes, by their own cold idealism of Him, as a God afar off: 
so that He has become to many indeed, but a huge colossal myth, 
or a great impersonal principle, or at best, if still thought of as 
a being, a mere stem critical and frowning spectator of all things 
done upon the earth. But life viewed as it is, as a stream from 
the boundless overflow of his beneficience ; and work viewed, as 
the heart's tribute of happy service to Him and with Him : how 
beautiful do they appear when surrounded with such a halo of 
sweet thoughts. 

Mere teaching in a technical form is but a small part of the ed- 
ucator's work. He is to stimulate, restrain, guide, encourage, 
discourage, watch, wait, work and pray, all at the same time and 



THE TRUE TEACHER OP THE HIGHEST TYPE. 71 

in many directions, and with ever varying modifications of these 
and other elements of effort, in ever varied instances of their re- 
quirement. He must even strike severely at times, as does the 
sculptor, in first blocking out the rude piece of marble, which in 
the end is to be all aglow with beauty ; and at other times he must 
trace with gentlest touch the expressive lines of thought and feel- 
ing, upon his pupil's heart. For what form of human toil or 
skill or influence, does not his calling furnish wondrous scope. 
He is a vine-dresser, and must prune his vines, that they may 
bring forth more fruit. He is a physician, and must give restora- 
tives to the faint and tonics to the feeble, restrain the wayward, 
and lead all by his firm and steady but gentle nursing care. He 
is a guide, and must lead his followers inspiringly over many dif- 
ficulties to the mountain heights above them. He is a general, 
and must be ever leading on his troops to victory and honor. 
Not an orator in the forum, or a preacher in the pulpit, or any 
prophet-like sage, in the Academy or Lyceum of ancient Greece, 
could have better opportunities than he, of waking up thought, 
and of bringing the power of earnest speech to bear upon his pu- 
pils as a body ; as, in like earnest conversation with them individ- 
ually, no one could ever better act than he, the appreciative, faith- 
ful, and yet gentle, personal friend. Not a profession on earth 
combines so many varied resources and appliances. Not one has 
so many sides of strength and beauty in it ; and on every side so 
much that is unitedly both human and divine. And in that most 
generous and exhilarating of all forms of labor for others : reform- 
atory of tendencies and habits in them already established to their 
ruin and growing into ever larger vigor by every hour's delay: 
who has more frequent opportunities for its employment, or more 
open avenues for engaging in it, or more impressible materials on 
which to work ! 

Was there ever an age in which a mind, rightly trained, could 
do so much for itself, and for humanity and for God, as this ? Or 
was there ever one, when it was a matter of so much vital moment, 
that the teachers of the day should be men of so lofty a type of 
character, of so sublime ideas and of such ever-glowing heroic 
consecration to their work ! In no age hitherto has the world 
furnished such a noble theatre for splendid action, to a mind pant- 
ing to do great deeds. But who does not see, in the already 



72 THE OHIO EDUCATIONAL MONTHLY. 

swollen buds of the life of the next generation, a grander prom- 
ise of all, large, joyous and beautiful vitality of action, in things 
intellectual and spiritual than the present times exhibit. Who 
does not feel that our immediate successors will as certainly look 
back, from the heights of the next half century, upon our present 
ideas, attainments, customs and institutions, then antiquated 
enough, as forms of social development, which they have quite 
outgrown : as we now look back, in the same way, upon the un- 
ripe state of things, in the world, fifty years ago ! The swell of 
such just conceptions of the rapidly advancing movements of so- 
ciety, beyond what is now going on in the world, although con- 
nected with it, ought to fill most of all the hearts of those, who 
are now actively engaged in forming the ideas, habits, aims and 
characters of those, who are to be the actors upon the stage at 
that time. Let them beyond all others feel the greatness of their 
powers and privileges and responsibilities, as the determiners of 
such great results, representative of their own life on the earth 
long after they have left it ; and with tlie word of God in their 
hands and his spirit in their hearts, let them, in answer to His 
summons, as unto the children of Israel, to "go forward," march 
on, with flying banners and voices full of shoutings, in His service. 



Dr. Busby, the master of Westminster school, was celebrated 
for severe discipline. Though severe, he was not an ill-natured 
man. It is related of him that one day when the doctor was ab- 
sent from his study, a boy found some plums in his chair, and 
moved by his Uckerishneits, began to eat them, first, however, wag- 
gishly exclaiming — " I publish the bans of matrimony between my 
mouth and these plums. If any here present know any just cause 
or impediment, why they should not be united, you arc to declare 
it, or hereafter hold your peace," and tlien ate them. But the 
doctor had overheard the proclamation, and said nothing until the 
next morning, when, causing the boy to be brought up, he grasped 
the well known instrument, saying — " I publish the bans of matri- 
mony between this rod and this boy. If any of you know any just 
cause, or impediment, why they should not be united, you are to 
declare it.'' The boy himself cried out — '' 1 forlid the bans^ 
" For what cause T inquired the doctor. "Because," said the boy, 
" the parties are not agreed." The doctor enjoyed the validity of 
the objection urged by the boy's wit, and the ceremony was not 
performed. 



PAPERS FOR YOUNG SCHOOLMISTRESSES. 73 



PAPERS FOR YOUNG SCHOOLMISTRESSES. 

J BY OLIVIA ODELOT. 

V 

No. 1. . 

TEACHING IN PROSPKCTIVK. 

Could I look over this fair, broad State of Ohio, and peep into 
every schoolhouse, large and small, in city and country, how many 
young teachers might I find — young in years as well as in expe- 
rience — striving day by day to overcome discouragements and 
difficulties ; oft weary in body, heart and brain, yet finding joy in 
the consciousness of duty performed. My dear sisters, though I 
have never taken you by the hand, looked into your eyes, or heard 
you bid me a kind " good morning," I feel drawn irresistibly to- 
wards you, because we are engaged in the same great work — a 
common interest creates a common sympathy ; and if in these 
few random ideas, gathered mainly from a personal experience 
which has been limited, you shall find anything to interest or profit 
you, I shall consider that we are nearer to each other than before, 
for we shall have npoken our mutual joys and sorrows. 

I have been considering what were your feelings when you first 
looked at this business of teaching. For long years, from the 
time you were an "abecedarian," and wished for "a little brief 
authority," to be able to " put down " the large scholars, who per- 
sisted in putting you down, till you arrived quite near to the years 
of maturity, had you been looking forward to the hours when you 
would really be a " school-ma'm ? " 

It was your privilege, at some time, to listen to the instruction 
of a teacher who was indeed an honor to her profession, and who, 
by her kind, winning ways, completely gained your young heart's 
affections. Her you regarded as having arrived at the highest 
point of human greatness, and many a sigh you choked down, be- 
cause it seemed as if there was a great gulf fixed, over which you 
could never leap, to stand where she stood — a high hill, up which 
your tired feet almost refused to go, even for the joy of attaining 
what was at the summit ; yet you could never repress the great 
longings, one day to be, like her, a teacher. How many hours, 
like Mary of old, have you " pondered these things in your heart." 



74 THE OHIO EDUCATIONAL MONTHLY. 

First came thoughts of the pleasures every true teacher will 
have. If you love children, as I most certainly hope you do, or 
you cannot succeed well as their instructor, what a daily joy to 
see a score or so of smiling, happy faces around you, on whose 
heads 

"The glory of the mora is shed, 
Like a celestial benison," — 

to have a morning greeting and an evening kiss from each rosy 
lip — to feel yourself the oracle, than which there are few higher, 
for so many young hearts, who oflFer you the pure, unselfish emo- 
tions of natures not yet initiated into the world's incredulity and 
indifference. What a pleasure to impart instruction to them — to 
see the bright sparkling of the eye, and the lighting up of the 
whole face, as some new idea is caught by the inquiring mind : to 
measure, day by day, the progress each pupil is making in the 
unfolding of the intellect — the expanding of the powers of mind 
and heart. 0, is it not a joy that you are permitted to be the 
guiding hand in this great work — that when the fair and strong 
edifice of education is at last completed, traces of the part your 
fingers have accomplished, may be found. 

Does any one suggest that all children are not angels, neither 
have they been gifted with the mind of a Webster, or even such 
as 1/aur own f Your heart indignantly gives back answer, that 
there never was a soul made without some germs of good, though 
adverse circumstances may have fostered and developed only what 
is evil — ^there never was the mind created which had not the ability 
to learn something from the patient, earnest teacher. The casket 
may be rough and unseemly, but I know there are brilliant jewels 
and pure gold beneath ; mine be the task to awaken these latent 
powers, and cut and polish the gems till they shall be fit for any 
station here in life, and finally for the Master's crown. 

Immediately connected with all this, is the thought that in this 
way you may be doing good : you are adding your mite, small 
though it be, to the work of the world's improvement. Tour field 
is very limited, compared with the great vineyard ; but by "plant- 
ing the soil just about you thick with truths," something surely is 
being accomplished. What human hand could do more than this ? 
Did you ever think, how the desire to do good is interwoven with 
every true woman's life ? Her's is a different nature from man's ; 



PAPERS FOR YOUNG SCHOOLMISTRESSES. 76 

" the cares of the world and the deceitfulness of riches" are not 
so likely to "choke" that, in her, which is higher and better; so 
that from her the world has come to look for a great share of the 
moral force in society : — alas ! that there should be any who for- 
get their godlike powers, and cherish only those which are so far 
beneath the true dignity of womanhood. 

After these thoughts, is anything lacking to make the work of 
teaching attractive ? I think not. Still, we might add the pleas- 
ure of reviewing your school-day studies, especially if you have 
to teach what are called the " higher branches." Nothing, worthy 
to be learned, can become too familiar to us : and it is often the 
case, that in taking one study after another, many ideas, which 
seemed very familiar at the time, do not become permanently 
fixed in the mind. It is then a great advantage to review these 
things with others, and in the act of imparting instruction you 
will receive quite as much as you give. A good teacher of Mathe- 
matics will be disciplining her own mind, while she thinks she is 
teaching her scholars ; a faithful teacher of History, in gathering 
up ^tray anecdotes and new items for her class, will find her own 
store of available information greatly increased. Thus it is in 
every study : it cannot be carefully taught to interested, inquiring 
pupils, without bringing back to her who teaches a rich reward. 

It is always better to begin any work with our thoughts more 
on its joys than on its sorrows : so that when discouragements 
come, as they always will, we can have something to look back 
upon which can cheer us. I feel encouraged from these few ideas, 
to go to my to-morrow's labor with new vigor, and a stronger de- 
termination to "act well my part" in this wide field of action; 
may I not hope that these few words of cheer may be to you, also, 
messengers of good ? 



GOOD DEEDS. 

The good man never dies, 

Though his threescore years and ten 
May have passed unheeded by 

In the busy marts of men — 
In the furrowed field or grove — 

Upon mountain, sea, or shore — 
Still his untold deeds of love 

Are a blessing evermore. 



76 THE OHIO EDUCATIONAL MONTHLY. 

PREVAILING ERRORS. 

BY CHARLES NORTUEND. 

In educational matters there are certain prevalent errors tx> the 
correction of which teachers should direct special effort. It has 
been too much the case that popular feeling has swayed the teacher 
and led him to favor, directly or indirectly, views and plans that 
his own better judgment pronounced unwise or injudicious. In- 
stead of moulding the public mind, and directing or leading the 
public will, he has passively consented to be led, and that, some- 
times, in a way that could not seem right to him. 

Now we believe it is not only the teacher's right but his duty to 
give shape and direction to educational affairs — and it is because 
so many have failed to hold and express decided and w^ell grounded 
opinions that false notions and impracticable plans have so fre- 
quently and so extensively prevailed. We propose to speak, 
briefly, of two or three very common errors which seriously and 
unfavorably affect our schools. 

1. The disposition to semd children to school at too early an 
age. In most communities it is the practice to send children at 
the age of four years. Many parents seem to have the impression 
that sending thus early is absolutely essential to good scholarship. 
Hence we often hear such persons boasting of the proficiency their 
little ones have made in reading at the age of five or six years, 
regarding such forwardness as a sure indication of future brilliant 
scholarship. Results, however, will prove it far otherwise. The 
child who is regarded as a prodigy for his early attainments may, 
and probably will, in a few years manifest a marked indifference 
to school duties, and actually fall far behind those who commenced 
their school lessons some two years later. We believe it will be 
found in the experience of every teacher that those pupils who 
commenced learning, from books, at the age of four years, will 
not be as forward at the age of twelve years as those who com- 
menced at the age of six or seven years. If the perceptive facul- 
ties of a child are properly cultivated and directed, he may learn 
many useful lessons long before he opens a book for the purpose 
of learning to read. Let him be taught to observe, to think, to 
give clear expression to his thoughts, and he will have a basis on 



PREVAILING ERRORS. 77 

which subsequent lessons from books may rest, and from which 
such lessons will draw much of interest and profit. Among the 
earliest and most useful exercises for the little ones are object 
lessons, simple lessons in drawing or copying, singing, manual 
exercises, etc., — and even these should not occupy much of their 
time. With all lessons and exercises for young children, the mot- 
to should be: ''not long, but thorough or exact." 

2. The early withdrawal of pupih from school. This is an 
error of serious magnitude, and one which has increased rapidly 
within a few years. It is too often that boys and girls, at the age 
of twelve or thirteen, begin to feel that they have finished their 
education, and that it will be almost degrading to continue in 
school until they are seventeen or eighteen years of age. Parents 
have, in too many instances, favored such feelings and withdrawn 
their sons and daughters from the schools at a very early age. 
Such pupils may have passed over much ground, but they have 
not gained that intellectual dit?cipline and true mental growth 
which are essential to true scholarship and to success in life. It 
is often true that a scholar will make more decided and valuable 
development between the ages of fifteen and seventeen years than 
during any five previous years. 

3. Too many studies. Some parents seem to estimate their 
teacher's success and their children's advancement by the number 
of difierent branches that are receiving attention at the same time, 
when, oftentimes, this very multiplicity is productive of but little 
real good and of much positive harm. It is far better ihat two 
branches be pursued thoroughly and understandingly, than that a 
half dozen studies be passed over hurriedly and superficially. 
There has been, too often, a sad lack of thorough learning on the 
part of the pupil, and of thorough teaching on the part of the in- 
structor. Instead of this let the pupil be taught how to learn, to 
think, to examine, to investigate, to compare, to apply, and he 
will be really better fitted for the business of life though his at- 
tention may have been confined to a few pages of a few books, 
than he would be if he had "been through" with a score of books 
in the ordinary way A mere smattering of all the ologies and 
osophieSy now before the public, is not of half the importance of a 
thorough comprehension of a single branch. 

4. A want of accuracy and clearness. There is in many of 



78 THE OHIO EDUCATIONAL MONTHLY. 

our schools a vast amount of vagueness, both in the learning 
and teaching. This evil is closely connected with the last 
named, and almost inseparable from it. Parents demand that 
their children shall pursue many branches and pass over much 
ground, and, in order to gratify the wishes of parents, teachers 
often become very superficial in their teaching, and scholars con- 
tract very imperfect and injurious habits of learning. In all the 
exercises of the school there is a sad lack of clearness of under- 
standing and accuracy of expression. Words arc repeated but 
ideas are not grasped. A lad was recently boasting to his grand- 
father of his skill in arithmetic. "How far have you ciphered?" 
asked the grandfather. "0 nearly to interest," said the boy. 
"And do you understand subtraction thoroughly?" "Why yes, 
grandfather, I learnt about that long ago." " Well, what year is 
this?" "It is 1859." "Very well; now if you take 2 from 
1859', how many will remain?" "Two from 1859 — why I could 
tell you in a minute if I had my slate." " But can't you do it 
mentally ? " " Why, yes, I suppose I can ; (proceeding in an un- 
der tone) 2 from 9 leaves 7 ; 2 from 5 leaves 3 ; 2 from 8 leaves 
6; 2 from from 1, I can't — ^borrow 10: 2 from 11 leaves 9 ; — why 
yes, 2 from 1859 leaves 9637." And yet this lad had learned 
subtraction as many others have done. 

Space forbids that we should continue this subject. We have 
named three or four of the common errors in our schools, and if 
teachers will use judicious efforts to correct them, and to diffuse 
right views through the community, they will be taking a decided 
step in the proper direction. Teachers should guide in these 
matters, and if they will act in harmony their influence will be 
potent for good, and these and kindred errors will soon be cor- 
rected. 



SPEAK GENTLY. 

Speak gently to the little child, 

So guileless and so free, 
Who, with a trustful, loving heart, 

Puts confidence in thee. 
Speak not the cold and careless thoughts 

Which time has taught thee well. 
Nor breathe one word whose bitter tone 

Distrust might seem to tell. 



THE "coming" school. 79 

THE "COMING" SCHOOL. 

BY L. A. T. 

It shall be held in a fairy temple, a palace of light and air, 
radiant with flowers and balmy with fragrance. Beautiful pictures 
shall adorn the walls, and speaking statues gleam in shining white- 
ness down the long arches and in the shadowy niches. Signifi- 
cant and tasteful devices shall fill the intervals with quaint 
illustrations of historical interest and fit emblems of future 
achievements. Fair groups shall be seated around the circular or 
crescent shaped tables, or stand in picturesque attitudes in the 
shadow of some lofty arch. Delicate matting, or rich-hued car- 
pets, as the season may suggest, shall be trodden by sandaled feet, 
while the heavy doors silently unclose, and the light chairs, mov- 
able at will, and suited to the stature of the pupil, shall efiectually 
dispel the stiffness of rows and the harshness of angles. No loud 
tone of anger or reproof shall mingle its discordant notes with the 
clear, subdued, silvery tone, ever bespeaking high cultivation; 
and no boisterous clamor ever mark the amusements which are 
encouraged and even taught. The teacher shall stand a High 
Priest of Nature, and oftimes a sweet Priestess, clad in lovely 
and simple vesture, shall minister to the eager thirst for knowledge, 
which the continued presence of forms of beauty, wonders of 
nature, and works of art, must ever excite. With the hard 
lines of benches. and desks shall disappear the old regime of 
appointed tasks. The teacher, no longer the mere recipient, 
shall himself adroitly advance a thought or institute an inquiry, 
arousing the mind of the learner, to think and reason independ- 
ently, and finally turn to his books for aid. No "innocents" are 
murdered by three to five hours confinement ; and none, however 
stupid, left without an appeal to every known avenue of the heart, 
mind and imagination. Teaching is no longer a laborious mono- 
tony, or study a wearisome duty. The child turns from his gay 
sports with delight, and will remember the beautiful room as like 
the portal of Heaven, cherishing its memory to the last day of his 
life, with the same boundless satisfaction that he hails a newly 
discovered combination, or creative element in the realms of 
thought, sighing, perhaps, for the lofty spirit of that teacher, who 



80 THE OHIO EDUCATIONAL MONTULt. 

80 efficiently aided the development of his now ever active and 
limitless capacities. 

In that happy time, the careful hand of the instructor, ever 
silently guiding, never allows the native vigor to be impaired by 
overtasking, or this pure pleasure to be alloyed by satiety. The 
child shall come, with every faculty keenly alive, and leave before 
its passionate ardor cools, gaining clear ideas and more food for 
thought in one such day than in long years of droning study, un- 
der dull espionage, and amid surroundings which suggest neither 
harmony nor refinement. No tread-mill shall there beat its meas- 
ured clang, but sweet music, coming in distant strains, nearer and 
nearer in full melody, and then in triumphant chorus, shall effectu- 
ally relieve all approach to weariness. No aids shall be spared in 
the great work of training immortal minds, as the many ruraJ 
temples throughout the land, shall abundantly testify. 

Then shall come that day of joy and rejoicing for which so 
many now toil. Songs of praise shall hail this dawn of the Mil- 
lenial ages. 



Singular Effects of Attraction. — In the Edinburgh Jour- 
nal of Science, we find a very interesting paper, by Dr. Hancock, 
on the motions that result merely from mixing a few drops of 
alcohol with a small vial of laurel oil. To exhibit this singular 
phenomenon, which seems to bear some analogy with the planeta- 
ry orbs, the drops of alcohol should be introduced at different in- 
tervals of time. A revolving or circular motion instantly com- 
mences in the oil, carrying the alcoholic globes through a series 
of mutual attractions and repulsions, which will last for many days. 
The round bodies, which seem to move with perfect freedom 
through the fluid, turn in a small eccentric curve at each extremi- 
ty of their course, passing each other rapidly without touching. 
In the course of his experiments, Dr. Hancock observed particles 
of the fluid to separate in large globular portions ; these commenc- 
ed a similar revolution, and smaller ones quitted their course, and 
revolved about the larger, while the latter still pursued their gyra- 
tions, after the manner of planets and their secondaries. 

Knowledge is proud that he has learned so much ; wisdom is 
humble that he knows no more. 



Slormal snb IProfessional. 



READING. 

BY B. B. WHITB. 

No teacher neglects reading — or, at least, intends to — and yet, 
for some reason, few schools excel in this exercise. Nor is this 
defect confined to scholars. How very few teachers excel as 
readers ! And yet the reading of the teacher is a model for the 
imitation of the scholar. Does the excruciating oral reading of 
most young persons need further explanation? Poor reading 
propagates itself. It is contagious. It is often chronic. In some 
constitutions it is beyond the skill of therapeutics. The expe- 
rience of many in removing this school-malady, in after life, is a 
sad evidence of this fact. Even the pulpit and bar are full of 
such invalids. 

The diagnostics of this disease are distinctive, though various. 
In some cases it manifests itself in a dolorous drawl ; more fre- 
quently, perhaps, in a monotonous or dead-level canter, pulling 
up at the troublesome comas, semicolons, colons and periods, in 
utter contempt of all the laws of motion or momentum, and, in 
like manner, shooting oflF again at the "count" of "one," "one, 
two," " one, two, three," &c. Perhaps, the pathognomonic symp- 
tom of the malady is mumbling. 

I am forgetting, however, the object of this article. I propose 
to offer a few suggestions in regard to teaching reading, which, if 
not curative, may be preventive. I cannot here stop to discuss 
the merits of the different methods of initiating the child into the 
secrets of the reading art. This, of itself, would exhaust an 
article. Supposing the first steps to' have been taken, how shall 
reading be taught? 

Two Extreme Methods. — ^There are two methods of conduct- 
ing an exercise in reading which may be regarded as the extremes 
of the series. They may be designated the Ifo Help Method and 
the All Help Method. 
6 



82 THE OHIO EDUCATIONAL MONTHLY. 

According to the first method, the scholars read '^ round the 
class," each torturing a whole verse. The teacher stands, or more 
frequently sits, with book in hand, ready to help the scholar over 
the " hard words," for the simple purpose, I suppo9e, of avoiding 
a dead set. Sometimes he exhibits remarkable critical acumen 
and original skill in the teaching art, by such occasional instruc- 
tions (?) as "read too fast," "not loud enough," "left out a word," 
"mind the pauses," &c. These remarks are made after the scholar 
has " finished" the verse, and it would, of course, be a great waste 
of time to have the effort repeated. Occasionally, the teacher, 
with great effort at throat clearing, " sets the class an example." 
Woe to sensitive ears, for the sound issues forth ^ke the pent-up 
winds of JEoltts ! Classes taught by this method make remark^ 
able progress. Twelve weeks is sufficient "to go through the 
book ! " Of course, it is finished. Seriously, is it not a burlesque 
to call such efforts teaching f 

The All Help Method is worthy of a more earnest presentation. 
By this method, the scholar is taught to imitate. The teacher 
reads every sentence or verse before the scholar is permitted to 
make the attempt. If the scholar then fails to imitate the example 
given, the teacher repeats the same. Every stumble or mistake 
on the part of the scholar is corrected by the teacher's reading 
the entire sentence or verse. In short, children by this method 
are taught to read, as they are sometimes taught to sing, by wrote. 
It is needless to add that this method removes from the scholar 
all necessity of study. The preparation of the reading lesson is 
useless labor. 

Scholars thus taught may read particular pieces, upon which 
they have been specially drilled, very well. Beyond this, their 
reading is uncertain and unreliable. Now, the ability to read one 
piece well, ought to beget skill and self-reliance in reading another. 
Reading ought to be so taught as to constantly raise in the schol- 
ar's mind the inquiry, how ought this sentence to be read? 
Scholars ought certainly to be drilled in reading, but this drill 
should arouse personal effort. 

Reform, like the pendulum, swings to the opposite extremes of 
its arc. It knows no middle point of rest. It is thus in education. 
In correcting one fault, we vibrate to the opposite extreme^ and 
there find another. 



KORMAL AND PROFESSIONAL. 83 

The Lbarnino op Words. — -The first step in reading is the 
learning of words. This should have a prominent place in primary 
instracticm. The ability to call every word in the lesson at sight, 
and without the least hesitation, should be insisted upon as a pre- 
requisite to the reading exercise. To this end, each reading lesson 
should be thoroughly studied. The practical di£Sculty, however, 
is to secure this study. There must be some test applied, by 
which neglect on the part of the scholar shall be at once revealed 
and prevented. 

I know of no better test than to precede every exercise in reading 
hy one in spelling ; all the new or difficult words being spelled, 
and correctly pronounced. The class should be held responsible 
for the correct spelling of every word in the reading lesson. It is 
not necessary to pronounce every word. Enough, however, should 
be selected to afford a thorough test of the scholar's study. This 
exercise should always precede the exercise in reading. The rea- 
son must be obvious. 

The Exercise of Reading. — The object of a reading exer- 
cise is three-fold : 

1. To furnish an additional test of the scholar's familiarity with 
the words of the lesson. 

2. To furnish a test of the scholar's ability and unaided personal 
effort. 

3. A thorough class drill by the teacher. 

The importance of the first of these objects diminishes with the 
advancement of the scholar. The first two of these ends are best 
secured, in my judgment, by permitting each scholar to read, at 
first, without special instruction or drill from the teacher. This 
can be done, as in teaching mental arithmetic, by calling upon the 
scholars promiscuously. Pay no attention to the artificial division 
of a lesson into verses. Require the scholars to be prompt and 
accurate. 

The drill of the teacher — ^the nature of which will appear here- 
after — ^may immediately follow the reading of each paragraph or 
sentence, or may be given in a separate exercise. Some of the 
best teachers of reading, in the lower schools under my charge, 
devote one exercise upon each reading lesson to the first two ob- 
jects specified above. The succeeding exercise is devoted to a 
thorough drill upon the lesson previously read. In grades of 



84 THE OHIO EDUCATIONAL MONTHLY. 

schools in which scholars read tmce each half day, or at least twice 
each day, this arrangement is a good one. By skillful manage- 
ment, however, all three of these objects may be attained in the 
same exercise. In teaching advanced classes, this should always 
be done. 

Drill. — ^It is very difficult to present in words the true nature 
of a drill in reading. This is best done by actual example. Our 
notion of a drill, however, may take a more definite, practical 
shape by raising an inquiry as to the end to be attained. It is 
at least two-fold : 1. To enable the scholar first to see the thought 
in each sentence, and, then, to present the same forcibly and 
clearly. 2. To train the voice in distinct and elegant enunciation. 

Reading is not a mere enunciation of words. In every sentence 
there is, or ought to be, a thought. It is this thought which the 
scholar is to read. If the reading of the scholar does not 
bear clear and auricular evidence that the sense of the passage is 
seen and appreciated, the teacher should plant the thought in the 
scholar's mind and cause it to come forth upon his tongue. Ex- 
plain the passage ; reveal its hidden beauties ; read it, and then 
call upon a scholar to do the same ; then another ; then call upon 
the whole class ; then upon another scholar, &c. Persevere, and 
only leave the passage when exeellenee is secured. 

Distinctness of enunciation is a prime excellence in good read- 
ing ; indeed, when accompanied with proper emphasis, modulation 
and purity of tone, it is good reading. To secure this, the vocal 
organs must be assiduously trained. Occasional and fitful efforts 
upon the sounds of the letters is not sufficient Elementary drills 
and vocal exercises, calculated to give pliancy and power to the 
voice, should be frequent and persistent. The vocal elements 
which compose spoken words, must be articulated separately and 
combined. The utterance of the vowels — the very soul of words 
— should be made full, rich and flowing; the enunciation of the 
consonants, clear and distinct. Nor is this all. The reading of 
each sentence and word should, at all times, bear evidence of these 
drills. But little is gained in causing scholars to read distinctly 
for a few minutes, if their utterance during the rest of the day 
holds this quality in utter contempt. 

Length of Lesson. — "But," says the teacher, "I have no 
time for these drills. When my class have read through a whole 



MATHEllATICAL DBPAKMENT. 85 

loBBon, the time for the exercise has passed/' Bead a whole les- 
son ! No wonder you need time I From two to four verses are 
sufScient for one exercise. There are words to be spelled, sen- 
tences to be read by the scholars, drills in expression, emphasis, 
Ac, and drills in articulations. This will truly take time, and 
necessitates slow advancement. This, in reading as in spelling, 
can alone secure rapid progress. Advance slowly, but thoroughly. 



Pat|[ematu8l iepartment^ 



At the reqnest of a number of friends of the Monthly^ we propose to revive 
the Mathematical Department We shall endeavor to be more elementary in it 
than heretofore, and make it, if possible, valaable to teachers in the school-room 
duties. We ask for problems — Arithmetical, Algebraical and Geometrical, snch 
as are found in everyday duties. It does not matter if they are not very difficult. 
It is sufficient that a teacher wishes the solution and demonstration of others, or 
that some one thinks he has a solution which is new, novel, or in his opinion 
good enough to be of real benefit to othera This will undoubtedly bring in 
many more than we can possibly publish; but send them, and let us have them 
on hand, from which to choose and insert as our limited space will allow. 

All communications for this department should be directed to the publication 
offica Problems should be accompanied with solutions, when the proposer can 
furnish them. When practicable, solutions shall appear in the number next suc- 
ceeding the publication of the problem. We shall endeavor not to delay the so- 
lution of any problem any longer than the second month after it is published. 

All communications for this or any other department of the Monthly ^ should 

be mailed by the 15th of the month preceding the one in which they are expected 

to appear. 

Pbobleh& — ^No. 1. The sum of two numbers is 176, and } the greater, plus 
4, equals } the second ; what are the numbers ? To be solved by analysia 

H. H. 

Na 2. A tract of land contains 100 acres. The east line is 160 rods long, 
and the north is three-fiflhs the length of the south line ; and the north-east and 
south-east corners are right anglea The south part of said land is worth 10 per 
cent more llian Uie middle portion, and the middle portion is worth ten per cent 
more than the northern. JSow I wish to divide this 100 acres into three parts of 
equal value, by lines parallel to the north or south line : What is the length of 
the east line of each of the three parts? 

Na 3. CKven x — -^z = 3 — y. 
y — v^y = 4 — a:. 
to find the values of x and y. 



^nxtspnhut. 



NoRWALK, Huron Co., Feb. 13, 1860. 

I have just been reading the excellent report of the Commis- 
sioner of Common Schools, which, I see, is incomplete as to sta- 
tistics, because the proper individuals have failed to make their 
reports. I have no patience with such delinquents, and if there 
is any law that can reach them I hope it will be rigidly enforced. 

I see in every instance that the average attendance on the 
schools falls a good deal short, not only of the whole number enu- 
merated in the district, but of the number on roll. I was visiting 
a school district, in a neighboring town, a few weeks since, and 
was informed that there were many families there who did not 
send their children at all to the school, although a good one was 
taught. I inquired why this was, and was told it was owing to 
the indifference of the parents, generally the father, who was too 
ignorant to value an education. Now I would suggest the inquiry 
whether some legal provision should not be made, compelling at- 
tendance on schools up to a certain age — or so far as shall be 
necessary to secure the rudiments of a common education. 

The suggestion in the report, about a County Superintendent, 
is important. It is impossible for the examiners of teachers to 
decide who will succeed in keeping a good school, always, from 
their appearance at the examination, as a knowledge of books is 
only a part of the necessary qualifications. It is not uncommon 
to find that a teacher, who had passed well the test of the exami- 
nation, soon fails in the management of the school-room. One 
instance has occurred in a district about three miles from this vil- 
lage, and a new teacher has been procured. 

Perhaps Mr. Barney's idea is a good one, of having the Exam- 
iners select one of their own number. It must, however, be 
attended with some expense, if the business is to be well done. 
Every district must be visited at least once during the season ; 
and to visit 150 districts, (the number in this county,) and make 
the proper inquiries, will consume somebody's time not a little. 
Yet I think it would be money well laid out. 



CORRESPONDBNGE. 87 

Bat the great want is a suitable number of well qualified teachers. 
Of this I am very deeply impressed, more especially since I have 
been in the Board of Examiners for this county. Very many that 
can pass the literary test, I am well persuaded lack other quali- 
ties of great importance. They have no idea what a good school 
is, because they have never seen one. The High schools, in our 
large villages, are too few and far between to furnish facilities for 
the country, where some of the best materials for school teachers 
are generally found ; and besides, these schools, as at present ar- 
ranged, cannot accommodate any more than the pupils in their 
own districts, or, if they can, there is no provision in them for the 
preparation of teachers ; at least this is the fact with regard to 
our school. The same is true of the one at Milan, and hence a 
private Normal School has been established there, which has been 
well sustained. 

Now, what I have to suggest further, is the desirableness of es- 
tablishing several Normal Schools in different parts of the State, 
as has been done in Massachusetts, Connecticut, and, I believe, in 
New York. Cannot the Legislature be induced to look at this 
matter seriously ? I presume, in almost every place where such a 
school should be established, the inhabitants would raise enough 
to procure the necessary buildings, leaving the State to defray 
only the expense of conducting it. 

One other thing I would suggest — the desirableness of provid- 
ing in our High Schools for instruction in the Classics, so that 
boys can be fitted for College. These public schools, you are 
aware, have broken up our former Academies, and so far as Clas- 
sical instruction is concerned, they have not made them good. 
There is no school about here where a boy can be fitted for Col- 
lege. Even when the teacher attempts to teach the Classics, in 
any of them, he does not accomplish much — either because he is 
not qualified, or because he has no time, or both. This is a great 
desideratum in our educational system. I am aware of the diffi- 
culties which surround the matter to some extent)^, especially those 
arising firom the want of popular sympathy with the object. But 
I hope they are not insurmountable. It seems to me, that if this 
were provided #^r, our system would be complete, at least in the- 
ory, and the sympathies of all classes would be enlisted in its favor , 
more than ever. The State of New York makes ample provision 



88 THE OHIO BDUOATIONAL MOKTHLT. 

for this department, by giving a certain sum annually to OTeiy 
Academy where the Classics are taught. To avoid the odium of 
a local tax, could not provision be made by the State in some 
other way ? But of course I canot tell what method is best to 
secure the end. Very truly yours, 

A. NEWTON. 



REPORT OP COMMITTEE ON SCHOOLS. 

The following report was made, on the bill offered in the House 
authorizing the distribution of school funds in the counties where 
raised : 

That the constitution of the State, having made it imperative 
upon \he Legislature to provide by taxation for the maintenance 
and support of an efficient system of common schools in this State, 
the General Assembly of 1853, perfected and passed, what your 
committee believe to be, in its essential principles and main fea- 
tures, the best common school system that has yet been devised by 
this or any of our sister States. Without claiming perfection for 
this system, and without objecting to such amendments as time and 
experience may show to be necessary, we would earnestly depre- 
cate all changes which would not tend manifestly to make it more 
efficient; and especially would we deprecate any change so radi- 
cal as that proposed in this bill — striking as it does, in tde opinion 
of your committee, at the vitals of the system, and tending, if 
adopted, to the final overthrow, not only of our present admirable 
school law, but to the defeat of the wise and efficient provision of 
the Constitution which makes it the duty of the State to provide 
the means for the education of all her children. 

Your committee do not propose to argue either the right or 
the expediency of taxation for educational purposes. If the pro- 
position was a new one, we might properly do so ; but while the 
present constitution remains in force, these are not open questions. 
That fundamental law has definitely settled these questions, and 
in the opinion of your committee they are wisely settled. Li strict 
conformity with the provision of that instrument, and, as your com- 
mittee believe, in its true spirit and intent, under our present 
school law, the State levy for the support of common schools, is 
distributed throughout the State in proportion to the number of 

irouths in each School District, without regard to the accidental 
ocation of the property so taxed or the youth to be educated. It 
therefore happens that those courUies which have in their limits, 
more material wealth, relatively, than they have children, pay into 



BBPOBT OF COMMITTBE ON SCHOOLS. 89 

the school Amd more money than their ratio of children entitles 
them to receive back for educational purposes; while those coun- 
ties which have more children in proportion than they have accu- 
mulated wealthy receive more of this fund than they pay in. 

This is claimed to be unjust and oppressive on those counties 
where the greatest wealth is accumulated; and at first sight it 
would seem to be so. But, however plausible the objection to the 
present law may seem, it is, in the opinion of your committee, 
plausible only, and founded upon a very palpable fallacy. To the 
mind of your committee, the law of 1858, in the feature complain- 
ed of, embodies the only principle of equity upon which a system 
of common school law can ever be maintained. 

The only theory upon which your committee can justify a tax at 
all, for the purpose of education, is, that the State^ being sovereigny 
h(zs a right to tax the property of the State^ for the purpose of edu- 
eating the people of the State. If this theory is not sound, then 
the whole system is built upon a fallacy and ought to &11. But if 
the principle is right, then the money, wherever in the State col- 
lected, ought to be appropriated to the education of the children 
of the State wherever they may be found. 

The net- work of railroads which center in Cincinnati, Cleveland, 
Columbus, Dayton, and other cities, has made the center of the 
trade, and is drawing to them the wealth, not only of the rural dis- 
tricts of the State, but of the continent. But these railroads have 
no children to educate. The Banks of the State, located in the 
same centers, issuing their millions of promises to pay, make the 
whole State tributary to them. But these Banks have no children to 
educate. These Railroads and Banks, with other facilities, invite 
to the investment of capital— drawn from all directions, and the 
Furnace and the Forge, the Mill and Manufactory, spring up like 
magic, until millions of dollars are invested in these vast establish- 
ments. But the Fumaccj and Mill, and Factory^ have no chil- 
dren to educate. These means of material progress increase until 
the merchants in these centers become as princes, and their splen- 
did residences rival the palaces of royalty in other lands, in cost 
and magnificence, and crowned heads are beggars compared with 
them in the extent of their revenues. But these merchant princes 
have no children to send to common schools. As all these 
sources of wealth are developed through the enterprise, the energy, 
the talent and well-directed effort of Iheir business men, the means 
for the gratification of literary taste and ^^ elegant ease " accumu- 
late, until the men of wealth, for the sake of the social advantages 
to be enjoyed in these centers, take up their residence therein, 
and bring with them the accumulated riches of years of persever- 
ing industry in their various professions and pursuits in other 
localities. But these seldom have children tor the common 
schools. 



90 THE OHIO EDUCATIONAL MONTHLY. 

Now, when the State, in its sovereign capacity, has laid its al- 
mighty hand upon all this wealth — ^upon all these Rail Roads, and 
Banks, and Furnaces, and Manufactories, — upon the palaces of 
those merchant princes, and other money and investments of these 
retired gentlemen; has swept into her common school fund, the 
tribute they are thus compelled to pay, your Committee are 
wholly unable to comprehend the equality or the justice of the 
claims made,J;hat this fund belongs alone to those children who 
happen to live within the limits of the several counties in which 
these xjenters of wealth are located. 

The State, in this behalf, is the guardian of all her children. 
By her sovereign power she assumes to tax the property, wherever 
found within her jurisdiction, for the benefit of these her wards. 
Having thus created a common fund, shall she not act with an im- 
partial justice in its distribution ? But would it be either just or 
impartial to distribute to such of her wards, as happened to live 
within ten miles of Cincinnati, or Cleveland, or Columbus, twice 
as much of this common fand as to those who may happen to live 
a half a mile farther, if that should be across a county line ? We 
think the mere statement of the case sufficient to convince every 
reflecting mind that the present mode of levy and distribution is 
the only equitable mode. 

The bill before your committee does not, it is true, go the whole 
length of the claim set up. It proposes to reserve one-half of the 
levy for the exclusive use of the county, and permit the other half 
to be distributed as under the present law, pro rata, to the youth 
to be educated. To this, although offered as a compromise, your 
committee can not assent. If the counties are entitled to retain 
one-half of the levy, no possible argument can be adduced why 
they should not retain it all. If it is wrong to distribute the whole 
tax, as it is done by the present law, it is not less wrong so to dis- 
tribute the half of it, as this bill proposes to do. And the passage 
of this bill would be a simple acknowledgment that the General 
Assembly is perfectly conscious that it is practicing an outrageous 
oppression upon certain counties of the State — ^robbing them of 
what is their just rights — ^but, for the sake of peace, will give up 
one-half of the plunder ! We can never consent to such a record. 
If these counties have the slighest claim in justice to ask for the 
passage of this bill, giving them one-half of the levy, they have an 
unquestioned right to demand at our hands the whole of it, and it . 
is the grossest outrage to refuse the demand. 

The passage of this bill would, in the opinion of your committee, 
be to strike a death-blow at the very vitals of the whole theory of 
common schools. For, let it once be admitted that it is unjust to 
expend any part of the school tax outside of the county in which 
it is collected, and the same claim, and with equal force, will be 
urged in favor of the townships. Nor would it stop long here, for 



SELECTIONS. 91 

the same principle must apply the the sub-districts as well. If it 
is wrong to tax the property of a county for the education of any 
one outside of the county, it is no less wrong to tax the proper- 
ty of the township, the city, the town, or the suh-district for a like 
purpose. And by logical necessity we are brought to the last 
link in the chain of argument, which is, that the individual can 
only be taxed for the education of his own children. When that 
point is reached all taxation must cease, of course, and we are 
brought back to what some esteem the " good old plan " of letting 
the rich educate their children in the private school, the academy, 
and the College, and the poor go uneducated. While we do not 
believe that such is the design of the friends of this bill, yet we 
would be unfaithful to our clearest convictions if we (fid not 
declare, that, in our deliberate opinion, such would be the final 
result of the change proposed in the central, and as we conceive 
the vital principle of the common school system. 

Your committee therefore recommend the indefinite postpone- 
ment of the bill. J. A. PLANTS, 

WM. B. COX, 
D. REES, 

DENISON STEELE, 
M. STIERS. 

The undersigned agree with the majority in recommending the 
indefinite postponement of the bill, but dissent from the argument 
of the report in favor of the mode of levying and distributing the 
State school fund. JOSEPH F. WRIGHT, 

JOSEPH JONAS. 



A PEW years ago, when it was the custom for large girls and 
larger boys to attend district schools, and when flaggellations were 
more common in schools than at the present time, an incident took 
place in a neighboring town which is worth recording. One of 
the largest, fairest, plumpest girls of the school, happened to vio- 
late one of the teacher's rules. The master — a prompt, energetic 
fellow of twenty-five — summoned her into the middle of the floor. 
After interrogating the girl a few moments, the master took a 
ruler and commanded her to hold out her hand. She hesitated, 
when the master thundered out : 

"Will you give me your hand?" 

"Yes, sir, and my heart too?" promptly replied the girl, at 
the same time stretching forth her hand to the master and eyeing 
him with a cunning look. 

A death-like silence reigned for a moment in the school room ; 
a tear was seen to glisten in the teacher's eye ; the blushing girl 
was requested to take her seat. In three weeks the teacher and 
girl were married. 



/ 

(iBbitorial §eprtmtiit« 



r 

THE SCHOOL LAW. 

In 1853 the Legislature of Ohio passed the most liberal, and, in many respects, 
the best school law yet in operation in the Unioa The wisdom and liberality of 
its provisions were unhesitatingly acknowledged by the leading friends of educa- 
tion throughout the country. Other States, either establishing or revising their 
school laws, have offered their testimony to its general character, by copying 
some of its valuable provisions 

It would have been strange, however, if imperfections had not developed 
themselves in its application, and stranger still if the opposition to its original 
passage had not endeavored to gather strength by them. Moreover its unpopor 
larity, in some portions of the State, for the first two or three years, resulting from 
inefficient officers, inexperience in its practical workings, and in many cases 
ignorance of its requirements, together with the natural friction of newness, 
added for a while to its unwelcome reception. All this has been successfully 
resisted, until now, seven years afler its passage, it has grown into such popular 
favor and consequent usefulness, that it cannot be attacked, in its more vital 
principles, in safety to him who values the favor of the Stata 

Immediately afler its passage, cities and towns, not Having already organized 
school systems under special acts, established Union Schools and Superintenden- 
ciea In these the law bore its first fruita Then followed the effective execution 
of the most of its provisions, in districts and subdistricts. Cities, having estab- 
lished their schools under special acts, finally repudiated them, and accepted the 
more efficient general law. Thus it has grown into the hearts of the people, and 
become, in its perfection, the pride of the State. 

The Library clause, however, had a severer struggle for popular favor. Its 
entire newness, the very slow accumulation of books in the rural districts, 09086- 
quent upon a mistaken construction of the law, by which it was attempted to 
establish libraries in sub-districts instead of townships only, &a, &c.\ rendered it 
of so litde force, that when the legislature of 1856 convened, under the usual 
call for retrenchment, it was easily suspended. Of course its popularity did not 
increase while it was inoperative. In 1858 that honorable body wisely refused 
its fiirther suspension, preferring that it should have a fair trial and live or die 
upon its own merits — that while a law, it should be operative. Again, now, in 
in 1860, the legislature has come up from the midst of its people, with pledges 
for retrcnchment The demand for "Retrenchment" sounds in their ears from ev- 
ery comer of the State, until the tympanums of the guardians of its interests are 
sore at the continual beatings against them. Retrenchment is determined upon. 
The party opposed to the liberal system of schools, which has made our State 
so renowned, turns the fears of even its friends, to act against some of its most 
valuable provisions, to aid in crippling one of its most powerful agencies. 



EDITORIAL DEPARTMENT. 98 

What better thing to commence upon? It will interfere with no political in- 
terest The State calls for retrenchment, and the children and youth, the poor 
children, who are just beginning to appreciate the library system, shall give up 
their pittance of 10 cents on the $1000 to meet this demand. The Library law 
shall be su^ended. The people will not allow its repeal ; it shaU be suspended. 
Two years hence it mo^ be more popular I Money may be more plenty I The 
State may feel more liberal I The people may not t?ien be sounding the cry of 
"Retrenchment!" Did the people of Ohio ever elect a new legislature without 
demands for retrenchment? Should any people ever legislate without a care for 
expenditures? Did any legislative body ever engage in financial operations 
without leaving leaks for wasteful extravagance which needed after care ? Does 
any intelligent community ever ask for other retrenchment than to stop these 
leaks ? Retrenchment and economy are not synonymous Under the pretense 
of the latter, the former, as a threatening rod, has been held over the heads of 
honest, disinterested friends of the State, by designing politicians, ever since 
1802. The people ask for economy, not retrenchment to their detriment, to 
the detraction of an iota of their dignity, nor to the laying of a finger's weight 
upon the necessary expense of valuable and wholesome institutions, strictly with- 
in the province of the general government 

The taxes are burdensome, and should be reduced by the discontinuance of 
waste and extravagance in the working machinery of the government, and not 
by the removal of that most powerful agent, which finishes the work begun in 
the school room, and liberalizes and refines tbe views of the man. The people 
of Ohio never complain of school taxea On the contrary, they voluntarily add 
to their abeady heavy burdens, taxed to the full extent that the law allows, for 
the further prosecution of their schools, afler the liberal general provisions of the 
State have been expended. We cannot believe that the intelligence of such a 
people demand retrenchment at the expense of the Library law. 

Let the friends of popular education look to thi& Let that party, which has 
ever claimed the character of popular educationists, not allow another act to add 
to its record against its professions. Let them examine well the end to which 
this invasion of our noble school system tends. May all who are conscientiously 
and impartially examining this subject, see the effort made to cripple the school 
system, and remove a great lever to its ultimate sucq^ss, and determine to allow 
its disturbance only to correct its faults and perpetuate its usefulness. 



To Contributors. — ^We want slwrt^ spirited, pointed articles ; articles from 
the city, from the village, and from the rural districta We do not expect the 
elegance of diction and finished rhetoric of Irving, Everett, Holmes, Macaulay, 
&C., but practical ideas, expressed in good English. 

We receive all kinds of articles, long and short, from persons of every degree 
of ability, both in style and depth of thought We expect to publish enough of 
each to fairly represent its class of writers, and to pay for such of the accepted 
articles as is necessary to secure good contributions. 

We invite teachers and friends of education, and we consider all literati 
friends of education, to write for us, upon topics appropriate to the school room 



94 , THE OHIO EDUCATIONAL MONTHLY. 

■ 

and home instruction — either in die rudiments of teaching, or the more liberal 
duties of educating the man in the broadest sense of the term. In short we 
want to have the teachers of Ohio represented in the Monthly^ from the humblest 
"school marm" to the most exalted city superintendent; from the plainest spoken, 
honest thinker of the log school house, to the most refined writer of the greatest 
literary center of Ohio. 



We propose to give our subscribers about seven steel plate engravings during 
the year ; we have already given them two, and have therefore published none 
in this number. We expect to present in our next, the portrait of Hon. Harvey 
Bice, the father of the present school law. 



We have several books on hand which shall receive due attention in the April 
number. Our Book Notices and Official Department are unavoidably crowded 
out from this number. 



One of the editors of the Monthly — Mr. S. — owing to the pressure of official 
duties, has been able to give no attention to the Editorial Department of the 
present number. 




ont|l5 Betas. 



The repeal of the Library tax is still under consideration in the House. It 
has been engrossed by a vote which will not be sufficient to pass it Some of the 
friends of the library yet hope that it will be lost on a final vote. 

The committee on Schools reported adverse to Mr. MoSchooler s bill to allow 
one-half the school monies collected in each county to be retained there, and the 
other half to be distributed as at present, and recommended its indcffinite post- 
ponement We publish the report on the «8th page of this number. 

A bill has passed both houses authorizing Boards of Education, under certain 
circumstances, to condemn sites for school houses. 

A bill has been introduced in the Senate to require parents to pay $1.50 per 
week as board for boys sent to the Beform School 

Mr. Pot^n has introduced a bill to provide industrial schools for pauper 
children. Beferred to Committee on Beform Schoola 

Mr. Fisher has again raised the question of the* necessity for erecting a new 
building for the deaf and dumb, at a cost not exceeding $75,000. Beferred to a 
Select Committee of three. 

Mr. Garfield has introduced a bill making the time for which certificates, is- 
sued under the Akron law, shall be valid, from one to three years. Passed the 
Senate. 

Mr. Bukenbrod has introduced a bill requiring the courts to send boys, under 



EDITORIAL DEPARTMENT. 95 

14 years of age, convicted of any crime, except murder in the first degree, to the 
Reform School instead of the Penitentiary. It was referred to the Judiciary 
committee and reported back, the committee recommending indefinite postpone- 
ment, on the ground that it was now optionary with the courts to send them to 
the Penitentiary or Reform Farm. Mr. Rukenbrod made an able defense of the 
bill, insisting that no boy under 14 years of age should be sent to the Peniten- 
tiary for any offense except murder in the first degree, and showing that the 
courts more frequently send boys of this tender age to the Penitentiary than to 
the Reform School It was referred to its author for certain revisions. 

Mr. Hutchinson, in the House, has introduced a bill to reduce the local tax, 
now allowed to be levied by the general law, from 2 to 1} mills. Referred to a 
Select Committee. 

Mr. Wescott has introduced a bill to provide for a better sub-districting of the 
State, and to compel Township Boards of Education, establishing High Schools, 
to consult the convenience of the pupils who will attend. Referred to School 
Committee. 

^Ir. Wright, of the House, has introduced a bill to provide for the distribution 
of school funds in the counties where levied. Referred to a Select Com. of one. 

Mr. Parr, of the House, has introduced a bill to provide for the election of 
School Examiners for townships, and to limit the validity of certificates to one 
year. Referred to a Select Committee of five. 



Portsmouth.— NMr. White's late report of the daily attendance in the Public 

Schools oi Portsmouth, shows that there have been 1091 scholars enrolled, and 

that the average attendance has been 89.3 per cent Comparing this attendance 

with that of former years, he says : 

During the months of November and December, the attendance was greatiy 
affected by the prevalence of Scarlet Fever. Over 20 per cent of the scholars 
were absent for several days, or were entirely withdrawn. Still the average at- 
tendance for the term, compares favorably with that of 1857 and 1858. The 
per cent of attendance for tne corresponding term of 1857 was 83.2; in 1858 it 
was 89.4. 



Mr. Maurice CoKterse, teacher of a district school situated on the line of 
East Cleveland and Euclid, had a fine school exhibition on the evening of the 
17th ult The Herald says "that such a programme would give credit to an 
academy of high standing." Why not ? Cannot district schools even rival 
many of our more prominent self-named academies ? 



Springfield. — ^The question of Superintendent or no Superintendent, and 
High School or no High School, which has so long disturbed the successfiil 
operation of the schools of Springfield, is to be the issue at the next election 
of new members of the School Board. We sincerely hope that the question will 
be brought fairly before the people, and finally settled by the election of Mr. 
Chandler Robbins, former Superintendent He is the candidate in favor of the 
High School and Superintendency. 



96 THB OHIO SDUCAIIONAL MOITTHLT. 



NOTES AND QUERIES. 

r 

Eba. Whence this word^ Webster says, "its origin is not obvious." 

Delta. 

The only acconnt of the origin of this word, with which we have ever met, is 
the following, which we noted some years since from an historical work translated 
from the German : "The Spaniards, wishing to give Octavianus some testimony 
of their satisfaction, on being comprehended in his province, began a new era 
with this event It is to this circumstance that the word sera owes its origin. 
It is not a classical word, but was first used by the Spaniards ; and is merely Uie 
initials of 'Anno Erat Regnante Augusto.' " In conformity with the principles 
of EngUsh orthography, the improper diphthong, with which the word was formerly 
spelt) is now rejected by the best practice, and the simple vowel substituted in its 
placa 

Whence the common expression, "To take French leave?" E. 

To what passage in Scripture does Cowper allude in the second of the two 

following lines, which are introductory to a beautiful passage in his poem on 

"Charity?" 

"Oh, could their ancient Incus rise agam. 
How would they take up Israel's taunting strain I" H. 

I reply to the query ^ven some time ago in the Journal of EdueaMon — 

"Who is the author of the phrase, 'Variety is the spice of life?* " — in the troe 

Yankee manner, by asking another — Can it be found previous to the writings 

of Cowper, where it occurs in this form : 

"Variety 's the very spice of life, 
That gives it all its navor." 

According to Worcester's Quarto Dictionary ? Bostoh. 



Errata. — In the January number : Page 6, 11th line from the bottom, "when" 
should be "where." Page 12, 17th Une from the bottom, "transposed" should 
be "transfused." Same page, 14th line from bottom, "operations of mature 
facts," &a, should be "operations of Nature," &c. Page 13, 3d line from top, 
before "such" put "as." Page 36, 19th line from bottom, "casual agency" 
should be "causal agency." On same page, 3d line from bottom, "through in- 
vestigation " should be "thorough," &c. Page 40, 7th line from bottom, make 
"is disclosed" "are," &c. Page 41, 8th line from bottom, "its own conscious 
nature" should be "his," &c. The heads, also, in the February number should 
be altered as follows: Pages 35 and 36, heads "2" and "3," should be "(2)" and 
"(3)." Page 37, "Secondly" should be 2dly.; and page 38, "Thirdly" should be 
"3dly." Page 40, head "I" should be "II." Pages 40 and 41, "Fir<' "Sec- 
ondly," "Thirdly," should be "1st," "2dly," "3dly." With these mUtakes of tibe 
printer corrected, the analysis of the article will be clear to the reader. 



ADVERTI8ER& — ^Wc refer our readers to a special notice of our advertisers, 
found on the 2d page of cover; also to inducements offered for clubs of from 6 
to 100 subscribers. 



^^:>T''-t^ ^!y.1^^ 



^C/^ ^■t.-C'-e^-^ . -' ^.<-,< 



^ 



* TUE 

OHIO 



EDUCATIONAL MONTHLY. 

^ lontnal of Sx^ddI anb fiDmt (Shtation. 



APRIL, 1860. 



Old Seriafl, Vol. 9, No. 4. New Seriet , Yol. 1, No. 4. 



HON. HARVEY RICE, 

Mr. Rice is a native of Massachusetts. He was bom June 
11th, 1800. In 1824 he graduated from Williams College ; and 
the same year removed to Cleveland. He came to Ohio a 
stranger, and without influential friends here or elsewhere to aid 
his efforts for advancement. When he landed at Cleveland — ^then 
" a village six miles from Newburgh, where steamboats took on 
wood" — ^he owned nothing but the clothes he wore, and three 
dollars in his pocket. 

Making no disclosure as to the low state of his treasury and the 
rather dull prospect for an immediate replenishing of the same, he 
took lodgings at the best public house the town afforded, at the 
rate of two dollars and a half per week. At the expiration of 
one week he paid his board bill and removed to a private boarding 
house, with but fifty cents left, and commenced teaching a class- 
ical school in the old academy on St. Clare street. About the 
same time he commenced the study of the law under the direction 
of Reuben Wood, then a prominent member of the Cleveland bar, 
and at the expiration of two years was admitted to practice, and 
entered into copartnership with his former instructor, which con- 
tinued until Mr. Wood was elected to the bench. 

In 1829 he was elected Justice of the Peace, and in 1830 

elected to represent his district in the State Legislature. Soon 
7 



98 THE OHIO EDUCATIONAL MONTHLY. 

after, without solicitation on his part, he was appointed an agent 
for the sale of the Western Reserve school lands, a tract of fifty - 
six thousand acres, situated in the Virginia Military District. He 
opened a land oflSce at Millersburgh in Holmes county, for the 
sales, and in the course of three years sold all the lands, and paid 
the avails, nearly one hundred and fifty thousand dollars, into the 
State treasury, as a school fund for the exclusive benefit of edu- 
cating the children of the Western Reserve, the interest of which 
is now annually paid by the State for that purpose. 

In 1833 Mr. Rice returned to Cleveland, and was appointed 
Clerk of the Common Pleas and Supreme Court, and in 1834 and 
in 1836 was nominated by the Democratic Convention as a candi- 
date for Congress, and received the united support of the party, 
though without expectation of success, as the Democrats were 
largely in the minority. He was the first Democrat ever sent to 
the Legislature from Cuyahoga county, and, while serving in that 
body, was considered one of its ablest and most influential mem- 
bers. He was appointed by the House one of the select com- 
mittee for revising the statutes of the State, and while in that 
capacity, introduced and advocated with acknowledged ability many 
new provisions, which still retain their place upon our statute book. 

The natural abilities of Mr. Rice are of a very high order. His 
mind is thoroughly disciplined and cultivated, and for the compar- 
atively short time he practiced at the bar, he obtained an enviable 
reputation for legal ability, sound, practical, discriminating judg- 
ment, and gentlemanly deportment. 

He is well known as an able contributor to many of the best 
periodicals of the day, and is a graceful, accomplished, and exceed- 
irgly vigorous and beautiful writer. His imagination is rich and 
glowing, and his mind well stored by a long and judicious course 
of mental training. We have seen some articles of Mr. Rice's 
which compare favorably with those of the best writers of the day. 

The following, which we find in the ^'Nineteenth Century, ^^ we 
take the liberty of publishing here, and look upon it as an exceed- 
ingly meritorious and beautiful poem : — 

THE MORAL HERO. 

With heart that trusteth still, 

Set high your mark ; 
And though with human ill 

The warfare may be dark, 
Resolve to conquer, and you will I 



HON. HARVBY RICE. 99 

Resolve, then onward press, 

Fearless and true; 
Believe it — Heaven will bless 

The brave — and still renew 
Your faith and hope, e'en in distress. 

Press on, nor stay to ask 

For friendships aid; 
Deifn not to wear the mask 

jNor weild a coward's blade, 
But still persist, though hard the task. 

Rest not — inglorious rest 

Unnerves tne man ; 
Struggle — ^'tis God's behest ! 

Fill up life's little span 
With God-like deeds — it is the test — 

Test of the high-born soul, 

And loffy aim ; 
The test in Histoir's scroll 

Of every honor d name — 
None but the brave shall win the goal 1 

Go act the hero's part, 

And in the strife. 
Strike with the hero's heart 

For liberty and life — 
Ay, strike for Truth; preserve her chart! 

Her chart unstain'd preserve; 

'Twill guide you right 
Press on, and never swerve, 

But keep your armor bright, 
And struggle still with firmer nerve. 

What though the tempest rage, 

Buffet the sea t 
Where duty calls, engage : 

And ever strive to be 
The moral hero of the Age ! 

In the fall of 1851, Mr. Rice was put in nomination for the 
State Senate, and was elected by a majority exceeding seven 
hundred votes. 

The General Assembly to which he was now returned, was the 
first that convened under the new Constitution. Upon this body 
devolved the responsibility of reconstructing the statutes of the 
State, and adapting them to the requisition of the Constitution, so 
as to secure to the people the practical benefits of the great 
reforms which had been achieved by its adoption. Mr. Bice con- 
tributed quite as much as any other member to the important leg- 
islation of the two sessions held by that General Assembly. It 
was said of him that he was always at his post. The degree of 



100 THE OHIO EDUCATIONAL MONTHLY. 

influence which he exercised as a legislator, was such as few have 
the good fortune to wield. 

Among the variety of measures which engaged his attention, he 
took a prominent part in procuring the passage of the act which 
authorized the establishment of two additional lunatic asylums in 
the State. 

His course in relation to the subject of common schools at- 
tracted public attention throughout the State, and called forth 
from the press commendations of a very complimentary character. 
The correspondent of a paper published at Newark, writing from 
Columbus, remarks as follows : — 

" Senator Rice, of Guyaho^, has in charge a bill for the reorganization of 
schools and providing for their supervision. 

" No better man than Mr. Rice could have been selected for this work. He is 
a model man and a model senator. Clear headed, sound minded, carefully and 
fully educated, with a pains-taking disposition, he is the ablest chairman of the 
standing committee on Schools that any Ohio Legislature ever had. Deeply 
impressed with the great importance of the subject — of the stern necessity which 
exists for basing our whole republican form of government on the intelligence of 
the people, he has carefully provided a bill, which, if enacted into a mw, will 
give a good common school education to every child in the State, and in so 
doing, has been equally careful that the money raised for that purpose be not 
squandered. The oill provides for a State Commissioner of Common Schoola, 
and it has been mentioned to me as a matter of deep regret, that the Constita- 
tion excludes Mr. Rice from being a candidate for that office — no member of 
the Legislature being eligible to an office created while he was a member, until 
one year after the expiration of his term of office." 

On the question of the final passage of the bill, Mr. lUce 
addressed the Senate in a concluding speech, which was published, 
and very generally noticed by the press. Among these notices a 
leading paper published at Cleveland, with a magnanimity rarely 
possessed by a political opponent, makes the following comments : 

" Mr. lUce made the closing speech on the School Bill, in the Senate, on the 
24th. It was his own. He had labored over it, and for it, a Ion? time, and 
given to it every consideration, and gained for it every counsel, which, by any 
possibility, he could gain. 

" The text of his speech was the language of the Constitution itself; the duty 
of securing ' a thorough and efficient system of common schools throughout the 
State.' 

"The present system was adopted in 1838. Since, nearly thirty enactments 
have been passed on the subject, often without reference to what had been done, 
sometimes in seeming contradiction to existing law. The present system, great 
as is the good it has achieved, had neither congruity nor intelligibility to recom- 
mend it 

'^ Mr. Rice felt, as the public felt, that the old nirment had worn out A new 
one was needed, fit for the State to wear, and becoming its character Xot a 
garment of patchwork, but strong, harmonious, durable ; so that, cost what it 
might, ' the means of education should be made free as the air and the sunlight* 

'* But the cost afUr all will not be larga In 1838 Ohio had less than a mil- 



HON. HARVEY BIOE. 101 

lion of sonlis; in 1852, two milliona In 1838, the taxable property of the State 
was valued at one hundred and seven millions; in 1852, at seven hundred mil- 
lions. Our abilify to do what is needed to be done in behalf of free schools, is 
clear. Nobody can doubt that 

*'The difference in the number of youth to be educated is great. The number 
between four and twenty-one in 1852 exceeded eight hundred and thirty-five 
thousand. The Constitution declares what we should do for them. The duty of 
the State makes right action imperative. ' Shall Ohio, the second State in the 
Union, in point of wealth and natural resources, occupy a position less honorable 
or less praiseworthy than her sister States, in her efforts to advance the cause of 
popular education r We have the ability to be among the foremost; if we fail, 
lack of will, and that alone, shall cause it 

"What has Ohio done? 

" She has a school fund of $1,745,322, and spends annually $750,000 for 
school teachers ; yet she has never furnished a scnool library worthy the name. 
There are 15,000 teachers in the State; but these live on a mere pittance. True, 
the State has spent twenty millions in internal improvements, and our people 
are putting a much larger sum in railroads, so that no charge of illiberality can 
be brought against her. Still we must be judged by our dbility^ and with two 
millions of souls, and a taxable property of seven hundred millions, what might 
we not do for universal education ? 

" The people judge riehtly on this subject They have taxed themselves to 
support tne union or voluntary system of schools, besides paying the county 
and State tax. They have in some instances built fine school-houses. And the 
noble school teachers of the State, so poorly paid, and yet so richly meriting the 
largest nay, have worked in the most self-sacrificing spirit Says Mr. Rice: — 

" 'Innuenced by a high regard for their profession, and a desire to elevate its 
character, the school teachers of the State have formed associations, and ex- 
pended from their earnings liberal sums of money, annually, in sustaining insti- 
tutes, and a Superintendent to teach the art of teaching. These noble efforts on 
the part of the teachers, I trust, will be duly appreciated and gratefully acknowl- 
edged by every tnie-hearted citizen. 

" Cities and towns may tax themselves ; schools have been maintained therein 
ten months in the year; in the rural districts only^o€. Mr. Rice would not 
diminish the facilities of the former ; he would only increase those of the latter. 
Full three quarters of the population of the State are agriculturists, who, as a 
class possess, perhaps, more of the true elements of manhood, both moral and 
physical, than any other class. Therefore, says Mr. Rice, the school bill decrees — 

" That each township shall be regarded as one district 

" That the educational interest of each township shall be intrusted to a Board 
of Education. 

" That this board shall be composed of certain local directors by rotation. 

" Thus the board in rural districts has power to establish graded, central or 
high schools in such townships, is directed to estimate the amount necessary to 
sustain these schools ; in short, it is authorized to do whatever the educational 
interest of the township may require. The evils of the old system are avoided 
in the new. Equality and advancement are the basis of the latter. 

" Mr. Rice goes into detail on the school bill, and, regretting that we have not 
room for the detail, we close our synopsis of his veiy sensible speech, by quoting 
its conclusion : — 

" 'It is certainly much cheaper, as well as much wiser, to educate than to pun- 
ish. How much of crime would be prevented, if a higher order of education 
were generally diffused among all classes A well educated and enlightened 
people will have little occasion for criminal courts, jails, and penitentiaries. The 
educated man has ordinarily too much self-respect, too mucn regard for moral 
principle, and the value of a good character, to stoop to crime. In short, sir, 
the perpetuity of the government, and security of the citizen and property, 
depend upon the virtue and intelligence of the people. 



102 THE OHIO EDUCATIONAL MONTHLY 

'^ ^By the provisions of this bill, it is intended to make our common schools 
what they ought to be — ^the colleges of the people — "cheap enough for the 
poorest, and good enough for the richest" With but a slight increase of taxa- 
tion, schools of different grades can be established and maintained in eveiy 
township in the State, and the sons and daughters of our farmers and mechanics 
have an opportunity of acquiring a finished education, equally with the more 
favored of tne land. And in this way, the elements of mind, now slumbering 
among the uneducated masses, like the fine un wrought marble in the quany, 
will be aroused, and brought out to challenge the admiration of the world. 

" It is only the educated man who is competent to interrogate nature, and 
comprehend her revelations. Though I would not break dovm the aristocracy of 
knowledge, of the present age, yet, sir, I would level up, and equalize, and diua 
create, if I may be allowed uie expression, a democracy of knowledge. In this 
way, and in this way only, can men be made equal in factr— equal in their social 
and political relations — equal in mental refinement, and in a just appreciation 
of what constitutes man the brother of his fellow man. 

" 'In conclusion, sir, allow me to express my belief, that the day is not far dis- 
tant when Ohio, in the noble cause of popular education and of human rights, 
will " lead the column," and become wnat she is capable of becoming — a star 
of the first magnitude — ^the brightest in the galaxy or our American Ijnion.' 

" A proud hour now came for Mr. Rice ! A good and a glorious one for the 
State I The roll of the Senate was called, and that body, on the 19th day of 
January, 1853, proceeded to cast its final vote upon the bill, when only two neg- 
atives were announced." 

Another bill of scarcely less importance than the school bill 
was introduced into the Senate by Mr. Rice, near the heel of the 
adjourned session, which with him was a favorite measure, and 
which seemed to meet with the hearty approbation of the public. 
It had for its object the establishment of a "State Reform School," 
expressly designed for juvenile offenders. 

But owing to the late day of the session in which the bill was 
introduced, though very favorably received by the Senafte,- a mo- 
tion was made to postpone it until the next session. In reference 
to this motion, without attempting to make a formal speech, Mr. 
Rice explained briefly the object contemplated by the bill. His 
remarks, relating as they did to a subject of public interest, were 
reported and published. 

The eminent services which he has rendered the State in the 
promotion of her educational interests will be long and gratefully 
remembered by those of his fellow-citizens who properly appre- 
ciate the true objects of life, and who wish to secure to them- 
selves, to their children, and to the generations which will follow 
them, the social blessings which flow from a high degree of refine- 
ment, intelligence and moral virtue. 

Mr. Rice is in his 60th year ; though his appearance is that of 
a well preserved gentleman of some 52 years. He is six feet in 
hight, erect and of good proportions. He has as fine an eye as 



COBPORAL PUNISHMENT. 103 

we haye ever seen ; and his general personal appearance is pleas- 
ing. In manner he is a true gentleman, — ^modest and kind, but 
prompt and decided. 



COBPORAL PUNISHMENT. 

BY M. D. LEGGETT. 

Perhaps an apology is due for crowding into the columns of an 
educational journal, Matter upon a subject so hackneyed ; and 
were it not for the fact that there has been so much mere twaddle 
palmed off upon our young teachers and over-indulgent parents 
upon this subject, further discussion would be uncalled for. 

The advocates for the use of the " rod" in school and family 
governments, have, in general, been silent ; while the friends of 
exclusive ^' moral suasion," have done most of the talking and 
nearly all of the writing. The consequence is that many young 
teachers, and very many parents, have concluded that the weight 
of authority was against the use of the rod in the management oj 
children. This is a very great mistake. Among the prominent 
educationists, there is not one in fifty who discards the use of the 
rod in either school or family government, — and a very large pro- 
portion of the few who advocate the exclusive use of " moral 
suasion," are not parents, and have but an indirect connection 
with school government. In general they are mere theorizers, 
having but very little or no experience in the practical application 
of their own theories. 

We have yet to learn of the first public school, or system of 
public schools, that has been successfully managed, for any con- 
siderable length of .time, without the actual use of corporal pun- 
ishment, or a distinct understanding that it would be used, if 
necessary to secure good order. We do not mean to say there are 
no such schools, but simply that we know of none. We have 
known teachers to secure what they called good government, by 
means which they named ^' moral suasion." But in fact, there 
was neither " good government " nor " moral suasion." By a sys- 
tem of preaching, and persuading, and pleading, and begging, and 
coaxing, and hiring, they would secure what a casual observer 



104 THE OHIO EDUCATIONAL MONTHLY. 

might denominate good order ; but in securing it^ the children are 
having developed contentious, exacting, impudent and refractory 
dispositions, that make of them disagreeable children and trouble- 
some citizens. 

Some children are, by nature, so mild, and gentle, and submis- 
sive, in their dispositions, as to require no force or severity in 
their control; but such children are the exceptions, and perhaps 
it is well they are. For while they may be innocent and harm- 
less, and possess a large degree of negative goodness, yet they 
seldom, if ever, have those forcible and positive traits of charac- 
ter so essential in the making of valuable citizens. When, either 
at home or at school, we exclusively rely upon the same mild and 
gentle means in the government of children of strong and positive 
dispositions and turbulent passions, our government is a failure, 
and the result is ^^ Toung America,^' the shame of our educational 
systems, and the disgrace of our land and age. 

When a child's kind and gentle and loving feelings predominate, 
he may be influenced, and generally controlled by lovd; but when 
under the influence of selfishness, hate, revenge, and numerous 
other evil passions to which human nature is subject, love, un- 
aided, is not sufficient to control his actions and secure obedience. 
It is just then that the best of " moral suasion " needs to be well 
seasoned with the " rod." We very much doubt whether either 
love or the rod aione is capable of securing obedience. A child 
may mind because he loves his parent or teacher ; he may mind 
because he fears them ; but he obeys when under the influence of 
both love and fear. The Creator of the Universe, in the infinite 
wisdom of his governmental policy, has seen fit to appeal to both 
love and fear in the government of his creatures. He brings to 
bear the most loving and persuasive influences to induce obedience, 
and threatens the most terrrible and awful punishments against 
disobedience. When the creature becomes wiser than the Creator, 
then we may talk about the government of children without resort 
to the rod. 

We will now notice a few of the more prominent objections to 
the use of corporal punishment. 

1. It is often said that so few teachers are capable of using the 
rod with discretion, that they ought not to be permitted to use it 
at all. This objection involves one of the greatest errors extant 



CORPORAL PUNISHMENT. 106 

apon the' subject of school government. The truth is, that a hun- 
dred fold more discretion is necessary to govern by moral suasion 
than by the rod. Moral suasion in the hands of an indiscreet or 
ill-tempered teacher, is a thousand-fold more potent for evil than 
corporal punishment. To deal with the sympathies, the affections, 
the moral principles of children, in such manner as properly to 
control their actions, and not breed corruption at the very fountain 
head, by making them selfish, contentious, and by begetting false 
notions of their positions and responsibilities, requires far more 
maturity, self-control, and sound judgment, than to govern by use 
of the rod. If childish and indiscreet persons must be employed 
as school teachers, corporal punishment better becomes them than 
any other means of securing order, for less judgment and good 
sense is required in its use. But such teachers should never be 
employed at all. The real objection is to the teacher, and not to 
the kind of punishment. 

2. Another objection is, that other punishments can always be 
resorted to, which are less objectionable and more efficacious, — 
such as depriving children of privileges, wounding their pride, 
administering sharp reproofs by word of mouth, *&;c., &c. There 
are, certainly, many other modes of punishment entirely proper, 
and which will, in a large majority of cases, prove sufficient and 
best ; but there is a point beyond which these lighter punishments 
cannot be carried, with due regard to the interests of the child ; 
and that point is not so remote as many theorists would have us 
believe. It is often said that the rod should be appealed to only 
as the last resort. We admit it, — but the ^4ast resort" should 
often come much sooner than it does. Many years of expe- 
rience and observation have convinced us that there is nothing 
more poisonous and ruinous to a child's disposition and character, 
than to subject it to a long continued succession of petty punish- 
ments for petty offences. Nothing will sooner sour a child's dis- 
position, and nothing will more effectually estrange its feelings 
from a teacher or parent, than oft repeated reproofs and constant 
fault-finding. There are ten children made heedless and heartless 
by too much talking, where one is thus injured by too much whip- 
ping. Children's souls are more often talked out of them than 
whipped out. Whenever a child manifests a settled determinaidon 
to disobey, or a fixed habit of disobedience, and fails immedi- 



106 THE OHIO EDUCATIONAL MONTHLY. 

ately to yield to the effect of mild remedies, every consideration of 
that child's good demands that it be made at once to fed that 
" the way of the transgressor is hard," and that the rules of the 
school or the family must and shall be obeyed. 

3. It is often said that if corporal punishment must be used, the 
parents are the only proper persons to use it, and that teachers 
should always refer children to their parents for that kind of pun- 
ishment. Children who are properly governed at home, seldom 
need any severe punishment at school ; and those who have not 
such home-government, would not be properly punished if sent 
home by teachers. But admitting that parents would, under such 
circumstances, properly correct their children, even then, children 
should very seldom, if ever, be referred to their parents for of- 
fences committed in school. The office of '^ informer " is disrep- 
utable in the eyes of all children, and of most adults, — ^and when 
a teacher stoops to assume that office between child and parent, 
he will lose the respect and esteem of both much sooner than by 
a proper application of the rod himself. The teacher that fails to 
assume and exert all the power and authority necessary to enforce 
his own rules, will never be highly respected or esteemed by either 
parents or children, and will most certainly never make a suc- 
cessful teacher. The teacher, for the time being, is in the place of 
the parent, and so far as the temporary government and control is 
concerned, has morally and legally all the authority of the parent, 
and is morally responsible to community and the future of the 
child, for the proper exercise of that authority. 

4. Some claim that it is better to expel a child from school than 
to use corporal punishment. With just as much propriety we 
might expel from school a pupil who might require any other kind 
of punishment. The public schools were not established for 
merely the good children. The strongest argument used in favor 
of public free schools, has been that it was better policy for society 
to educate bad children than to provide for and punish them when 
they become adults ; but if they are to be expelled from school 
simply because it requires severe measures to control them while 
there, then our free school system is a great failure. Obedience 
to law is required of all, both young and old, and the sooner re- 
fractory children learn that obedience, the better for them and 
for community. K no punishment, however severe, will so re- 



CORPORAL PUNISHMENT. 107 

strain a pupil as to prevent his influence from injuring others 
more than he is benefited, then he should be expelled, — ^but never 
because severity is necessary in his control. 

It is not our intention to advocate frequent resort to the rod, or 
any other kind of punishment, in the management of children. 
The school or the family that is well governed requires but little 
punishment. It is the certainty and completeness of punishment 
that obviate the necessity of frequent resort to it. When chil- 
dren fully understand that perfect order and perfect obedience^ 
must and and will be had at all hazards, they will readily and 
willingly yield to the necessities of the case. Parents and teach- 
ers should make as few positive requirements as they possibly can, 
and maintain good order, but in what they do require, demand and 
secure implicit and complete obedience. 

" Be obeyed when thou commandest, but command not often." ' 

All promises to children, whether of rewards or punishments, 
should be kept with all the punctiliousness that characterizes the 
transactions of a business man with his banker. It requires much 
more punishment to secure medium than perfect order. Perfect 
order is a thing easily comprehended, and there need be no differ- 
ence of opinion betweeen teacher and pupils as to what constitutes 
it ; but about medium order there will always be misunderstand- 
ings, children will never understand just how much liberty they 
can take, an^ will constantly be trespassing upon what the teacher 
regards as forbidden ground, and consequently there will be a con- 
stant warfare between teacher and pupil. The tendency of per- 
fect order is to perpetuate itself, while that of medium order is to 
constantly lower its own standard. 

Punishment of any kind, should seldom be inflicted in presence 
of the school, for the double reason, that the influence upon the rest 
of the school is generally bad, and the child being punished will 
more readily and more completely submit to the authority of the 
teacher while alone. 

The usual mode of inflicting corporal punishment, that is, by 
striking several blows in rapid succession, is all wrong, — ^for it 
admits of improper excitement upon the part of teachers, and 
arouses all the angry feelings of the child. But a single blow 
should be struck at a time, and ample opportunity should be given 
between the blows for reflection upon the part of the child, and 



108 THB OHIO EDUCATIONAL MONTHLY. 

kind counsel from the teacher. If teachers will always take this 
precaution, they will seldom find necessity for very severe punish- 
ment, and never be charged with anger and rashness. 

No child should be permitted to pass from correction until he is 
completely subdued, and manifests a kind and gentle temper. To 
secure this state of mind the teacher must exhibit no feeling but 
that of kindness and love. The teacher that cannot correct a 
child with all the severity necessary to secure obedience and at 
the same time show the child that he takes no pleasure in causing 
pain, but does it alone for the good of the child, is unfit to have 
charge of children, and should never seek the vocation of teacher. 



.PAPERS FOR YOUNG SCHOOLMISTRESSES. 

BY OLIVIA ODELOT. 

Na II 

A PEEP AT THE REALITY. 

" Amid our joys and sorrows real, 

We all are bappier for a pleasant dream." 

Whether it be of our waking or our sleeping hours, many an 
oasis in the desert of life may be traced to such an origin as this; 
but your bright anticipations, as you looked at teaching in pro- 
spective, are now things of the past, for you have commenced 
your first school. You are now beholding the reality of what you 
have often pictured — ^yourself seated in a school-room, surrounded 
by the young, no longer mates, but pupils; teaching is no 
more an undefined, ideal event of the future — ^it is becoming a 
serious, every day matter of fact. 

Here imagination calls me away to look at your school-room — 
the place which is to be the theater of so many momentous 
acts — the central point around which such various interests clus- 
ter. Perhaps you made your debut in yonder little white build- 
ing, that, as far as the eye could see, any one would know was a 
school house, because of the two, three, possibly four, side win- 
dows ^^all in a row," and a little one over the door; the uninclosed 
yard, whereon ^^ sunshine hath leave to dwell," without the kin- 
drance of a sheltering tree or shrub ; the ground trodden bare of 



PAPERS FOR TOUNG SCHOOLMISTRESSES. 109 

grass by the little feet of more than one generation ; the long, 
generous piles of unsawed wood in the back yard, which any 
thrifty farmer would have put under cover, if it was his own — ^by 
these unmistakable signs, the veriest stranger would know it could 
be none other than a school-house. 

I scarcely need an introduction to your little sanctum within — 
memory brings to me a picture, very precious indeed, which I dare 
say is a faithful copy of yours. White walls, bare save when 
covered with evergreens the children's hands have gathered from 
the forests near ; windows, through which the sun would have full 
leave to enter, were it not for the folds of newspaper placed 
before them ; unpainted seats and desks, some sadly marred by 
the pencil, knife or ink of the occupant; the rude floor, once 
rough, but now worn smooth by the sand which so often falls upon 
it; the black-board — ^but why am I describing that with which 
you are so familiar? If such be the field in which you first 
attempted to sow the good seeds of truth, be encouraged — ^from 
beginnings no more inviting have arisen men like a Webster, to 
prove conclusively to the world that there is no difficulty " arising 
from outward circumstances that cannot be overcome by ^him 
who wills.' " 

Perhaps, however, you aspired to inaugurate your labors in 
some quiet village, where the houses where all painted white, with 
green blinds, and the school-house was made to correspond : you 
had more of the elegancies of life for your surroundings, though 
it is doubtful if the class of pupils brought under your care were 
really any better. Or in some city, where art, taste and wealth 
combined to make the halls of learning pleasant, that none might 
be offended at the rude appearance of wisdom ; ah me ! that so 
many should seek her only because of her beautiful surroundings. 
However, it is not to be denied that it is much pleasanter teach- 
ing and being taught in a large, airy, comfortable, even beautiful 
room, than it is in another ; such an influence do these things, 
which affect the senses really have upon the spiritual and 
intellectual part of our natures. While I do not quite hold the 
opinion that the principle of beauty is a sufficient moral force^ 
still it does seem that it has a most important effect upon nearly 
every person; those most refined in feeling and action have been 
brought up under the influence of a tasteful lovely home ; while 



110 THE OHIO EDUCATIONAL MONTHLY. 

the coarseness of their opposites in character may be traced back 
to early associations very different. With all our boasted repub- 
licanism, we must acknowledge that there are nobility and commons 
everywhere, by no means, however, dependent upon the ordinary 
standard — ^wealth or power — by which they are judged ; but upon 
that true aristocracy which can claim nature and not men for its 
author. Therefore it is to be hoped that you have the most 
attractive place for a school that can be imagined. You have not 
such a room ? — ^then make it as pleasant as you can. Neatness 
does much toward rendering any place attractive, though it be 
but humble, and who cannot be neat, if there is only the disposi- 
tion. Do you say your scholars will not appreciate their duty in 
this respect ? Example goes very far in this, as in every other 
matter ; if you are always careful on a rainy day, not to carry 
into the room anything that may soil the floor ; if your own desk 
is never, left out of order, or is never found covered with ink-stains ; 
if you are always tidy in your dress and appearance, the scholar 
is usually quick to " do likewise," especially if he thinks from 
your remarks that you really consider it an important matter. 

Does your room look cheerless or dull ? Every school in these 
days should have a few good maps, at least where there are those 
old enough to study geography, and a few pictures, some of your 
own early efforts in map-drawing or pencilling, interspersed with 
these, can hardly fail to make a room cheerful and homelike. 
The season of flowers is now coming, 

" The pleasantest time of the year," 

and teachers especially may hail it with gladness. Children nat- 
urally love the bright and beautiful, and with very little encour- 
agement, will bring into school many of the loveliest, even the 
rarest of Flora's gifts. If you can form a regular class in 
Botany, you are favored ; but it is not necessary that the tech- 
nicalities of a science be taught in order to awaken interest in the 
inquiring, childish mind; many a wonder does it cherish as to the 
cause of all this beauty it sees — 

" What art can make bright flowers and shining leaves, 
Rise from the dark, dead soil and forest mould — ^" 

it can be your delightful task to unfold these mysteries, and draw 
from them useful, lasting lessons. 



PAPBRS FOR TOUNG SCHOOLMISTRESSES. Ill 

I must confess to having wandered far, in these stray thoughts, 
from my original plan, which was to urge the importance of 
beginning a school well. 

First impressions are often the strongest that can be made ; 
more to the real advantage or injury of a person than anything in 
the future can be. 

In how many families, as the parents and children meet around 
the dinner table, will the questions be asked, ^' How do you like 
the new teacher?" "What kind of a beginning is she making?** 
Though the propriety or justness of discussing with children their 
first, imperfect ideas of a teacher may well be doubted, still we 
should make it our aim to avoid giving them good ground for 
harsh criticism. 

In a quiet, orderly way, let the work of examining text-books 
and classifying scholars be done, and, by all means, get each to 
studying as soon as possible, remembering the old warning, 

" Satan finds some mischief still, 
For idle hands to do ;" 

BO far as you are concerned give him no excuse for entering your 
room. Make out an " Order of Exercises," and inform the pupils 
at once what is to be their work for each hour and day ; they will 
thus feel a greater interest in their studies, and much of the idle- 
ness and disorder which so often marks the first day of school, 
and makes it one to be dreaded by the teacher may be avoided. 

Permit one other thought. Meet your scholars with a smile on 
your countenance and kind words on your lips ; you will find time 
and occasion aftewards for as many frowns and reproving words as 
you can well afibrd. Let all receive impressions that you suppose 
they are trying to do their best, and that you intend to be pleased 
with them ; if the contrary is to be true, it will be time enough 
to know it when you must. Be yourself the one to form the first 
link in that golden chain of affection, which it is your earnest 
desire shall forever bind together the hearts of all your pupils 
with your own. 



Asked an examiner the other day, — "What are the political 
divisions of North America ? " Answered the candidate, — " Re- 
publicans, democrats and pro-slavery abolitionists." 



112 THE OHIO BDUCATIONAL MONTHLY. 



HINTS TO TEACHERS ON READING. 

BY M. T. BROWN. 

To those teachers who suppose Reading to be a gift of Nature, 
or an accidental acquirement of practice, all statements of the 
principles upon which the Educationist founds his rules, must 
seem clearly unnecessary. Such teachers are continually drifting 
into the region of indifference. They become actually your edu- 
cational fatalists. They soon come to think and say " Whatever 
is to be, will be ! It is the gift of Nature to read expressly, it 
comes to the favored few, it is dependant upon no theory, it is the 
result of no instruction, so I will not interfere with such admir- 
able economy ! " 

Such persons, holding such unfortunate opinions, only perpet- 
uate the "let alone" systems of instruction. They are servicable 
and valuable only by way of contrast and illustration. Their 
light is darkness, the more fatal and sad since they perceive it not! 

To these teachers, then, who are unwilling to examine the 
principles of education, and to apply them practically, in every 
day instruction, it is unnecessary to urge the importance of a 
thorough and exact teaching of the elements of expressive speech. 
To this class we must be allowed to apply their cardinal principle 
and to let them alone severely ! 

In a previous article upon Reading,* the teacher was urged to 
require the pupil to, 

1. Analyze and give expression to the thought. 
' 2. Analyze and give expression to the feeling, sentiment or 
passion. 

3. Give heed to the mechanical execution, pronunciation and 
enunciation. 

As an aid to the first of these requirements, a grammatical 
analysis of each sentence in the lesson should be required of 
each pupil. It matters not what system of analysis is followed, 
so that the pupil is taught to find the thought, which the sentence 
expresses, and to see the force of the emphatic words. It is 
usually sufficient that he can readily name the subject, predicate, 

* Feb. No. page 43. 



HINTS TO TEACHERS ON READING. 113 

and show the force of the modifiers of these principal elements. 
In an advanced class such an exercise should precede every 
reading lesson, and the teacher should call attention to the words 
which add force or expression to the thought. 

In a primary class, the teacher must, by a series of questions, 
illustrate the thought, must, in other words, take the thought out 
of its verbal husk, so that the little ones shall apprehend it. 
Remember! no person, child or adult, can read appropriately 
what he does not clearly understand. An analysis of the thought 
must and does precede every correct utterance, and we find the 
more condensed the thought the more difficult the expression. 
So that Shakespeare becomes the most difficult of all reading, so 
condensed is his verse. Primary reading books should expand 
the thought, and the teacher must still further illustrate it if the 
pupil does not apprehend it. 

We have no where found a better illustration of a method of 
questioning a primary class, too young to use the technical terms 
of grammatical analysis, than is given in a recent volume* from 
the pen of Charles Northend, an able educational writer. We 
quote from an article upon Reading an extract from one of H. W. 
Beecher's sermons, entitled 

THE WRECK OP THE ARCTIC. 

" It was Autumn. Hundreds had wended their way from pil- 
grimages ; Rome and its treasures of dead art, and its glory of 
living nature ; from the side of the Switzer's mountains, from the 
capitals of various nations ; all of them saying in their hearts, 
' We will wait for the September gales to have done with their 
equinoctial fury, and then we will embark ; we will slide across 
the appeased ocean, and, in the gorgeous month of October, we 
will greet our longed for native land and our heart-loved homes ! ' " 

The author says, truly, "how much of interest and profit may 

be obtained, from the above extract, by asking the following and 

other questions which readily suggest themselves :" 

"What do you know of the author of this piece ? What was the 
Arctic? Where was she? Whither was she bound? What is 
the meaning of " wended ? " of " pilgrimage ? " Where is Rome? 
What is meant by "the treasures of dead art ? " Where does the 
Switzerlive? What are his mountains called? What is meant 
by " September ^ales ?" by " equinoctial ?" What is meant by 

* The Teachers Assistant Crosby, Nichols, k Co., Bostoa 

8 



114 THE OHIO EDUCATIONAL MOKTHLT. 

" we will slide over the ocean ? " Meaing of " appeased ? " 
What is meant by the " appeased ocean ?" Meaning of " gor- 
geous ?" Why is October called a gorgeous month ? Can you 
give some other sentence containing the word gorgeous?" 

A class thus taught to apprehend the thought of the discourse, 
can hardly fail to begin to give true expression. It must not be 
forgotten by primary teachers that Beading is at first imitative. 
In children the perceptive faculties are far more active than the 
reflective. Hence they need the living object or illustration 
before them. Their attention tires of abstractions. See how 
readily they will engage in a talk with you about the butterfly or 
the bee that has chanced to fly into the room ! 

In no branch of study will such irremediable mischief be done, 
to the little ones, as in reading, if the teacher illustrates with a 
listless, careless, emotionless manner, with poor quality of voice 
or with dead tones. 

Childhood is the era of imitation. So true is this that yon 
will find the prominent peculiarities of the village teacher, lawyer 
or preacher, reproduced in exact form and feature, by the ambi- 
tious declaimer in the Public School. 

Let us now consider the second requirement of good readings 
namely, "To analyze and give expression to the feeling, sentiment 
or passion of the discourse." 

This is a branch of Reading almost entirely neglected in school 
instruction Most teachers seem to have adopted the theory of 
Talleyrand, that " speech was given us to conceal our thoughts," 
and most happily do they illustrate the satire of the witty philos- 
opher, by reading emotional or passionate language with a leaden 
monotony, or a passionless, hum-drum utterance, or a noisy 
clamor and vociferation, calling to mind Hamlet's satire upon the 
Actors, who, " Having neither the accents of Christians, nor the 
gait of Christian, Pagan or man, have so strutted and bellowed 
that I have thought some of nature's journeymen had made men 
and not made them well, they imitate humanity so abominably ! " 

What ! (say such teachers) " do you mean to say that the pupil 
should be taught to study the emotion of the piece, as he would 
study the thought ? If a selection, where the emotion is one of 
grief, to attempt so to feel the sentiment as to express it with 
proper quality, tone and emphasis ? That he should make this 
study of emotion a part of his preparation for his reading lesson ? 



HINTS TO TEACHERS ON READING. 115 

We mean just this, and moreover believe, that by the laws 
implanted in our natures, and as universal as are human sympa- 
thies, hopes and fears, certain qualities and tones of the human 
voice are universal modes of expression, and that it is as grave an 
offence to read without proper emotional expression as to read 
without comprehending the thought. 

Is it not true that certain tones of voice are universally recog- 
nized as expressive of certain emotions? If so, is there not 
essential propriety in teaching the pupil to use these marvellous 
keys of universal expression ? 

Take, for example, the truth, stated by Dr. Rush, that certain 
degrees of force and 'pitch are universally associated with certain 
states of the mind. Now let us recall any examples of true and 
natural expression, and consider if the method, our method, if 
you please, be not a universal one : 

Thus, Hate, Ferocity, Revenge, declare themselves with great 
force, ever enlarge and swell the throat, and deepen and intensify 
the quality of voice. 

Secrecy muffles the voice against discovery, and uses the 
whisper, employing little force. 

Doubt cunningly employs an undertone, using the half whisper. 

Courage uses the orational quality — a bold, open, free, forcible 
utterance, like the call of a trumpet. 

All sentiments unbecoming or disgraceful, smother the voice to 
its softer degrees, in the desire to conceal their utterance. But 
it is unnecessary to multiply examples. Can a teacher pretend to 
teach reading, who gives no heed to this important branch of the 
subject ? 

" How does it happen," said an eminent divine to a popular 
tragedian, "that I, who deal with the most solemn truths, the 
soul's destiny, the hereafter, cannot move the strong hearts of my 
hearers, while you, who deal in mere pictures, the creations of 
man's genius or fancy, * can drown the stage in tears ?' " 

Ah! said the man of the buskin, "I speak of pictures as 
though they were realities^ while you speak of realities as though 
they were pictures ! " 

In conclusion, need we ask the teacher attentively to consider 
the question, " How shall I teach Reading ?" 




at^ematical ^tpximtui. 



SOLUTIONS OP PROBLEMS PUBLISHED IN THE MARCH NUMBER, 

Question No. I. Solntion by James Goldrick — Since f of the Ist number, plaa 
4, equals ) of the 2nd, f of the Ist, plus 2, equals ^ of the 2nd. 9-8 of the let, 
plus 6, equals the 2nd, and 1st |, plus, 1st 9^, plus 6, eauala 176, or 17-8 of the 
1st equals 170, i of the 1st equals 18, and the whole or the 1st equals 80, bat 
176, minus 80, equals 96, the 2nd. Proof— i of 80, plus 4,=§ of 96. 

Question No. 3. Solntion by J. M. Anderson — 
Given x — -^x = 3 — y. 

y — Vy = 4 — as. 
to find the values of x and y. 



( Subtract and \/x = 1 + i/y. 

Square and x = \ -\- 2-/y -f y. 
{ Add —x-{-4 = y — |/y, 
and 2y + ^/y = 3. 

Whence y = 1, and a; = 4 



\ 



QUESTIONS FOR SOLUTION. 



We have received but one solution to No. 2, and therefore defer anj publica- 
tion until further time is afforded to hear from our firiends. 

No. 4 By G. H M. — I wish to buy 60 apples. At Mr. A's stand I purchase 
30, at 3 for a cent; = 10 cts.; and at Mr. B s I get 30, at 2 for a cent; = 15 cts. 
Total cost 25 ct& But supposing Mr. A had the two kinds of apples ; one kind 
3 for a cent, and another kind S for a cent; I could then get o apples for 2 
cents, and taking the two kinds at the same rate I could get 60 apples for 24 
cents. Where is the fallacy in this statement, and how is the difference ac- 
counted for. 

No. 5. By Delta — ^James is 4 feet in hight and John is 5 feet in hi^ht — now 
the sum of tneir hiehts, considered as a number, is equal to their father's age 
plus 15. What is uieir father s age ? 

No 6. By A. R F. Given x -\- xy + xy^ + icy^ = 15. 

to find the values of x and y. 
Gommucications for this department should hereafter be sent to W. D. Hen. 
KLB, Lebanon, Ohio. 



The gleeful laugh of happy children is the hest home 
music ; and the graceful figures of childhood are he best statuary. 

MTMany institutions are improperly called ^emt-naries, for 
they do hot half teach anything. 



itUtiuM. 



A Mother's Influence. — How touching the tribute of the 
Hon. T. H. Benton to his mother's influence : 

" My mother asked me never to use tobacco. I have never 
touched it from that time to the present day ; she asked me not 
to game, and I have never gambled, and I cannot tell who is win- 
ning, and who is losing in games that can be played. She admon- 
ished me, too, against hard drinking ; and whatever endurance I 
have at present, and whatever usefulness I may attain in life, I 
have attributed, to having complied with her correct wishes. 
When I was seven years of age, she asked me not to drink, and 
then I made a resolution of total abstinence, at a time when I 
was a sole constituted member of my own body, and that I have 
adhered to it through all time, I owe it to my mother." 

Eai^ly Training (?). — ^Morrissey, the prize-fighter, with sev- 
eral of his companions, left New York by the Africa last week, to 
witness the approaching brutality between Heenan and Sayers. 
A few minutes before sailing he received telegraphic notification 
of the death of his mother, but he did not give up his voyage, 
remarking that he had the consolation to know that the last rites 
would be properly attended to ! Mrs. Joanna Morrissey, mother 
of the pugilist, was found drowned at Troy, on Tuesday of last 
week. She was a woman of dissolute habits, and had served sev- 
eral terms in the Penitentiary. What a commentary upon a cer- 
tain phase of life is here ! 

A Clever Definition. — The best definition we ever heard of 
" bearing false witness against your neighbor," was given by a 
little girl in school. She said " it was when nobody did nothing, 
and somebody went and told it." 



KEEP TO THE RIGHT. 

"Keep to the rignt," as the law directs, 
For such is the law of the road; 

Keep to the right, whoever expects 
Securely to carry life's load. 

Keep to the right with God and the world, 
Nor wander, though folly allures; 

Keep to the right, nor ever be hurled 
From what by the Statute is yours. 



d^bitorial gegartnunt* 



THE LIBRARY LAW REPEALED. 

Nearly all the readers of the Monthly will regret to learn that the Libraiy 
Law has been repealed The bill for that purpose passed on the 29th of Feb- 
ruary. The friends of the departed law have the satisfaction of knowing that 
the anniversary of its death will occur but once in four years. We happen not 
to be in a pathetic state of mind, and shall not assume an elegiac tone in per- 
forming "these last duties to the deceased" While the law lived, we treated it with 
all the friendship and kindness which were in our power to exercise We de- 
fended it when the tongue of scandal hinted that it was no better than it should 
be. And now that it has seen its "last of earth," we are "content" 

The Committee made an able report against repeal; and this was followed by 
an earnest debate, which continued for two days. No question has excited so 
deep and general an interest during the whole session of the Assembly. The 
principal advocates for repeal were Messrs. Wright, Jonas and Flagg of Hamil- 
ton, Baldwin of Mahoning, Hills of Medina, McSchooler of Pickaway, and Har- 
lan of Greene. The speakers in favor of the continued operation of the law 
were Messrs. Andrews of Auglaize, Blakeslee of Cuyahoga, Bruff of Mahoning 
Fellows of Coshocton, McCune of Huron, Monahan of Athens, Plants of Meigs, 
Rees of Morrow, and Stout of Monroe. The bill was ordered to be engrossed 
by a vote of 48 to 45. As 53 votes are requisite to the passage of any bill, all 
parties concluded that it would be defeated on the final vota The friends of 
repeal were free to acknowledge that the bill could not pass ; and the opposers 
were jubilant over their anticipated victory. But the Hamilton County members 
are shrewd fellows, and when the Wright moment came they waved their Flagg 
as a sign for Jonas to part company with the whale, where it was by many 
thought that he was taking his final sleep; every repealer was at his post; the 
previous question was moved; the "librarians" were caught napping, just 
fifty-three votes were given, and in ten minutes the work was dona Subse- 
quently another vote was added, giving the bill one more than a constitutional 
majority. The same day the Senate agreed to the House amendment — repeal, 
instead of suspension — and the library law was dead. The bill received nine- 
teen votes in the Senate ; one more than the constitutional majority. 

It is generally admitted that the bill could not have passed the House, had its 
opponents known that it would be called up at that time. Several members 
voted with the majority who have since expressed regret for having so done, as 
they have become satisfied that their constituents do not approve their course in- 
the matter. But their repentance comes too late. 

Our readers will expect firom us a statement of the facts and influences which 



EDITORIAL DEPARTMENT. 119 

secured the repeal of the law. Our remarks on this point most be brief, as ou^ 
space is limited. 

1. It was argued with much force that providing libraries for the people, is not 
a legitimate function of government; — ^that the State might with equal propriety 
iurnish the people with potatoes, as with books. 

2l In some townships the libraries are badly managed, and of little utility. 

3. The State is oppressed by the amount of taxes every year levied and col- 
lected It requires almost a million of dollars to pay the annual interest on the 
State debt, and four hundred thousand to carry on our school system. Retrench- 
ment must be practiced in all possible ways. The eighty thousand expended for 
books must be cut off, and relief to that extent secured. Many members came 
to the Assembly pledged to go for retrenching expenses to the utmost prac- 
ticable limit 

4 The law is oppressive to Hamilton and certain other counties, inasmuch as 
it takes from them more than it returns — property being the basis of contribu- 
tion, and population the rule for distribution. This objection was pressed with 
much ability by Mr. Wright, who made a most thorough and effective speech in 
favor of the bill. For this reason the ten votes of Hamilton County were given 
in favor of the bill; and others were influenced by the same reason. 

5. Great use was made of the fact that an agent of the Merriama spent sev- 
eral weeks here, endeavoring to lobby through a resolution requiring the School 
Commissioner to put Webster's Unabridged Dictionary into the schools of the 
State. The publishers claimed that it was their influence that secured the pas- 
sage of the library law; and that they had a claim in equity to receive some 
benefit from the fond. Ths School Commissioner has not thought it his duty to 
recognise this claim, or to supply the schools with this Dictionary. He heartily 
approves of the work, but does not think the statute authorizes its purchase for 
the purpose and to the extent demanded by the publishers. He has sought advice 
on the subject from many of the prominent Teachers of the State, and their opin- 
ions have confirmed him in the justice and propriety of his view of the matter. 
We have been told that the agent, already mentioned, has threatened to secure 
the repeal of the library law, and the abolishment of the office of School Com. 
missioner unless the demand of his employers shall be acceded to. All such 
efforts were adapted to influence some minds, and there can be no doubt that 
votes for repeal were thus secured. In his speech, Mr. Wright paid his compli- 
ments to this effort in the following words : 

" I desire to relate an incident, which I presume is only one of the many that 
might be related to show that the library rand is regarded as a stake worthy of 
winning, by gentlemen in the publishing trade. A distinguished Ex-Senator, 
was not lon^ since waited upon by a person directly or indirectly interested in 
the publication of Webster s Quarto Dictionary, who desired to consult him as he 
had had great experience as a legislator, in regard to having a bill or ioint reso- 
lution passed through the General Assembly, authorizing the Commissioner of 
Common Schools to purchase a sufficient number of volumes of the dictionary 
just named to supply all the school libraries in the State with^a copy. My friend 
was informed that any reasonable amount of oysters and champagne, those po- 
tent auxiliaries to legislation, would be furnished, and tbat, if the measure was 
successful, the lobbyist would be handsomely rewarded. The Ex-Senator is not 
the man for this work. The publishers will never realize from the sale of their 



120 THB OHIO BDUOATIONAL MONTHLY. 

work money enough to induce him to labor for such an iniquity. He hojpes to 
see the General Assembly abolish this fund which invites such corruption. 

There may have been other causes in operation, but the five named were the 
chief ones urged. 

Some have been inclined to blame the School Commissioner because he re- 
fused to assist in preserving the law; and especially because he urged the 
amendment to r^eal^ rather than suspend. He justifies his course in the matter 
by these considerations : The library system can not accomplish its purpose 
while an earnest and persistent opposition is waged against it It is dependent 
for its administration on thousands of local officers, and vigorous opposition 
every winter in the Legislature will make itself so felt throughout the State as to 
paralyze, to a great extent, all efforts to give the system efficiency. It has 
seemed to be the determined policy of the opposition to carry on the war till vie 
tory should crown their efforts. As worthy as the library law may be of confi- 
dence and support, and as warm as may be the friendship for it of four-fifths of 
the people of the State, it can not make headway against such opposition as has 
been developed in the Legislature every winter since its enactment It is for 
these reasons that the School Commissioner has thought proper to let the matter 
take its course, without an attempt on his part to influence a single member of 
the Assembly in the matter. 

He admits that he did what he could to secure the passage of the Hoase 
amendment His reasons for this were stated in his report of December 30, 
1859, page 66. Repeal kills and buries the law; Suspension kills but leaves it 
above ground. It is a law of the whole civilized world that the dead be buried. 
Why keep the lifeless body in sight^ to receive indignities firom its foes, and to 
fiimish a standing subject for debate every winter in the Legislature ? 

For many reasons we deeply regret the repeal of the law. We know that in a 
large majority of the townships the libraries are popular and usefiiL But sus- 
pension would do all the harm that repeal can accomplish ; while it would keep 
the question open for agitation and strife. 

Many members of the Legislature made great efforts to save the law; and 
they were aided by very many of the prominent Teachers of the State ; who, by 
letters to their friends here, and, some of them, by a visit to the Capitol, showed 
how deep an interest they felt in the matter. 



State Capitol. — The Ohio State Capitol is the most substantial as it is the 
finest looking building of the kind in the United States. It is second only to 
the National Capitol at Washington. During the past season the Cupola and 
Rotunda have been completed in fine style, and the finishing touches added to 
the stairways ascending to the Halls of the House and Senate. The grounds 
surrounding the building have also received due attention. The entire cost of 
this immense structure thus far has been $1,330,106.20, and it will require 
$100,000 more to complete it The first appropriation ($10,000) for the work 
was made in 1838. The building itself covers about one acre of ground. 



EDITORIAL DEPARTMBNT. 121 



VANDALIC. 

The winter of 1860 will be held in lasting remembrance for attempts to oyer- 
turn the school systems of many of the Statea We have elsewhere registered 
the downfall of our library law. A score of bills and resolutions are now — 
March 20 — before oar General Assembly for still more radical modifications. 
Should one-half of these measures pass, our boasted school system will be left a 
wreck and ruin. 

Among the efforts made are these : — To retain in each county the funds col- 
lected in the county ; that is, greatly increase the school revenue of the wealthy 
counties, and diminish tp a corresponding extent those of the poorer counties ; 
abolish the office of School Commissioner ; abolish township Boards of Educa- 
tion, and return to the old district plan ; no County School Examiners, but let the 
local directors examine their own Teachers ; no High Schools to be supported 
by public funds, and none but Common Schools. Superintendents of city and 
village schools to be numbered with other discarded superfluities. There are 
few that would ask for all these " reforms,'' but each has its advocates. These 
changes would ,send us back to the dark ages of popular education in Ohio. 
But it is our opinion that few of these measures will pass — thanks to the vigorous 
opposition of the firiends of popular learning. 

But we are not alone in troubles of this character. We learn that the liberal 
and excellent school system of Wisconsin is in even greater peril than our own. 
Chancellor Barnard is exerting all his great influence to keep it off the break- 
ers ; or, rather, to keep the breakers off it 

Old Massachusetts, the land of Mann, Sears and Boutwell, has among her 
brave and accomplished sons those who cry against her school system, even as 
did the heathen of Edom against Jerusalem — " Bcue it^ rase itj even to the 
foundation thereof." Numerous petitions ask for the repeal of all the distin- 
guishing features of their school law& The following is a brief extract firom the 
elegant and eloquent appeal of one of these aggrieved Yankees: 

"All parties want to see education thrive in massachus what will become of 
those orphan such as our Honerable secretaiv pict up down to Salem without 
bearing resemblanc to what I have been saying, why not take care of these 
Uiings by the school districts it is much cheaper ' &c. "it seems to me this will 
raise the lower end & bring Uiem all into a solid phalanks to march onword and 
upword to gether & not have them scattered from dan to basheba i% seems 
to me this will not only be the best way but the ceapest way, for I know some- 
thing about the value of money as means to ends & this is another reason why 
I ask you to divide the Fund" ac He further demanded "the abolition of the 
Board of Education, who are prodigating the people's money, k sticking their 
hands into the money up to their elbows, till their eyes stick out with fat;" he 
demanded it "in the name of the Great Jehovah and the Continental Congress," 
who for their blessed deeds (as he said in another place) "have been judged 
worthy to enter their fathers house not made with hands and eternal in the 
heavens & that to day are ranging those bright elysium fields that surround their 
father mansion — " 

There is more of the same sort, relating to ^^compus mentus children," Col' 

leegs k, Academays," and "passing an Ac to copell Citys to chuse comit' 

ymen," etc. 



122 THE OHIO EDUCATIONAL MONTHLY. 

But the blessed old Baj State says ^'No, Sir!" to each foe of her noble school 
system. And, with all dae diffidence, we venture to suggest to our brother Bout- 
well that the f^ls of Mansfield and North Bridgewater should not be served as 
were the witches at Salem some time since, as they evidently are non " compos 
mentus." Have you no asylum for this '' misfortunate " class ? 




ont^lg lleins. 



The Gekerjll Assemblt is now winding up its session. It is impossible to 
tell what will be the fate of several important bills relating to school interests, 
now pending. It is generally conceded that it is as true of legislation as of any 
thing else, that "in the last days perilous times shall come:" Important meas- 
ures are rushed through under suspension of rules, previous question and all 
manner of legislative legerdemain; and one hour before the final adjournment, 
no man can tell the things that shall be. 

In our next number we will give our readers a synopsis of the doings of the 
Assembly relative to school affairs. 



The Commencement of Stabling Medical College occurred on|the 1st nit 
The annual address was given by "Co." of the firm of F. W. Hurtt & Ca, apon 
the Relations of the Medical Profession to Society. 

Dr. S. M Smith acted as Dean of the Faculty, and presented the graduates, 
to whom diplomas were given by Hon. John W. Andrews, President of the Board 
of Trustees. ^ 

Dr. Francis Carter pronounced a chaste and appropriate valedictory to the 
young M D.'s. 

The singing, under charge of Prof Scarret, was capital; — seldom is it 
equaled. 

The benediction was pronounced by Rev. J. D. Smith, D. D. 



Resignation Offered. — Hoa George S. Boutwell has tendered his resigna- 
tion as Secretary of the Massachusetts State Board of Education. The Board 
declined to accept the same, and Mr. B. will continue to discharge the duties of 
the office for a time, though he desires to retire at an early day. 

Mr. Boutwell has carried forward the work committed to his charge, 
greatly to his own honor and to the advantage of the cause of education. We 
regret to lose him from this field of labor, and trust that the rewards of the good 
and faithful servant will ever attend him. 



Appointment Madrl — Hon. Thomas H. Burrowes has been appointed State 
Superintendent of Schools for Pennsylvanra. Mr. B. occupied the same position 
some ten years ago. He is well qualified for the office, and is widely known as 
a firm friend of popular learning. For several years past, he has edited the 



MONTHLY NEWS. 123 

Pennsylvania School Journal Mr. Hickok, the recent Superintendent, and 
who declined a reappointment, has been an efficient and acceptable officer. 

Good for Painesvillb. — On the 19th ult, the good people of Paineffville 
voted yea, on a proposition to baild a School House at an expense of $13,000. 
Such a building is a necessity there, and this movement will add another attrac- 
tion to that beautifhl town. The Lake Erie Female Seminary — the most ex- 
pensive and extensive institution of the kind in Ohio — is located at Painesville; 
but as it is "Mt Holyoke" in character, admitting no day scholars, it does not 
meet the wants of the people of P. more than of other towns. 



Salem not to be Outdone. — Who has not heard of Salem, Columbiana 
County, Ohio ? It is not Jeru Salem, exactly, for no Jebusite ever occupied 
that "strong hold." It is simply Salem — city of peace, yea of IHetids, of 
whom now and then one has an idea of his own in regard to things " irrepress- 
ible," etc. 

But we are speaking of school houses, and the one just commenced in Salem } 
will next autumn be worth seeing. Great pains have been taken to secure a 
plan combining taste and convenience. When completed it will be alike " use- 
ful and ornamental" The schools in Salem, under the superintendence of Mr. 
Beuben M'Millen, are in a prosperous condition ; though much incommoded by 
want of additional rooms. 



Promoted. — His Excellency John Greiner, formerly Governor of those de- 
lectable mountains which constitute the Territory of New Mexico, has been 
appointed to fill a vacancy in the Columbus Board of Education. The Gov 
ernor is "the coming man," admirably qualified for gracing the position to 
which the partiality of the City Council has elevated him. We trust that our 
honored friend will wear his fresh laurels with becoming modesty. 

While our hand is in, we will mention that the Capital City is soon to be 
blessed with a new High School building. It is designed to be one of the finest 
houses of the kind in the country. The Columbus Schools are doing well under 
the charge of Mr. Superintendent Kingsley. 



At a recent exhibition of Mr. A. B. West's Grammar School in Toledo, an 

immense concourse attended. Says the Blade : 

" The attendance we think exceeded that of any former occasion, and fur- 
nished most gratiiyinff evidence of the crowing interest which our citizens feel 
in that Bulwark of loledo prosperity, her system of Free Schoola All ages 
and classes thronged the spacious hall at so early an hour that when the time 
for a commencement arrived, not one of the 1,200 seats was to be had. The 
area in rear of the seats and about the different doors of the room was densely 
packed, as were also much of the aisles, and even the stairway leading to the 
nail ; and, in addition to all these, large numbers left, unable to get within 
seeing or hearing distance. At a low calculation, there were not less than 
1,500 to 1,800 inside the building during the evening. We give these figures 
as indicative of the fact that the people of Toledo are not insensible to the 

freat blessing which they possess in their generous and deserving School 
ystem." 



124 THB OHIO BDUGATIONAL MONTHLY. 

Western Rbsebte Gollboe. — From the annual catalogue of this instita- 
tion, we are gratified to learn that it is fast regaining the position of uaefulness 
and prosperity, of which the folly of some of its former managers so effectually 
deprived it For its present promise/ its friends are in a great degree indebted to 
the energy, perseverance and self-sacrificing devotion of President Hitchcock. 



Those lite touvo mek, William Wheeler and J. C. Clark, well known in the 
S. £. part of the State as successful Teachers, have established a Normal 
School at Summerfield, Noble County. Success crown the enterprise ! 



All Hail! — The Second State Sabbath School Convention will meet in this 
city on the 9th day of May next The Convention last year — held in Cincin- 
nati — was an occasion of deep and stirring interest, and we doubt not that the 
next meeting will richly repay all cost of attendance. 



Teacher's Institutes are to be held at Mount Pleasant, Jefferson County, 
commencing on the second Tuesday in May and continuing four days, and at 
the McNeely Normal School, Hopedale, Harrison County, commencing July 
lOth, and continuing five weeks. 

We wish in the May number of the Monthly^ to publish a complete list of In- 
stitutes to be held during the summer and autumn. Will our friends put us in 
possession of the requisite information ? 



Mr. Charles S. Botce is now giving exclusive attention to teaching elocu- 
tion, and School-Room Gymnastics. The Mansfield papers state that he has 
recently given a course of instruction in these branches in the schools of that 
city, which has proved highly interesting and useful. 



Notes op Visits to Schools. — Our mention of each school must be brief. 

Oreenvittej Darke Oounii/. But a few months since, these Schools were 
organised on the union plan. They greatly need a good house, and hope to 
have one before long. There is a general desire for good Schools, and we 
doubt not that it will soon be realized. The Schools — Mr. E. H. Mayo Superin- 
tendent — are now good, considering their want of better accommodations. 

Dayton. Splendid School buildings, an efficient Board, efficient and accom- 
plished Teacl^ers, any number of bright-eyed pupils, everything about as near 
right as can be found in Ohio, or elsewhere. We learned with regret that one 
of the Principals, Mr. Charles Rogers, was severely ill. We trust that ere now he 
has recovered. 

SteubenvUle, Oar call was hurried, but long enough to convince us that the 
Steubenville Teachers are of the right stamp. 

Pittsburgh^ Pa. As good School buildings as we ever saw, and Teachers to 
match. All things right side up. 

Negrologic. — ^A brother has left us. Joseph Addison Shan^ a Teacher of 
excellent reputation, and for some years Principal of the Pnblic Schoob in 



BOOK NOTICES. 125 

Batavia, Clermont County, departed this life early in Febraarj last Mr. Sloan 
was a young man of extensive acquirements, and of rare qualifications as an 
instructor of youth. His death is a severe loss to the profession. Long will his 
memory be cherished by those whose privilege it was to know him well. 

Bev. C. A Goodrich^ DD., died a few days since at New Haven, Conn. 
For forty years he had been a popular and highly useful member of the faculty 
of Yale College. Since the death of his fathei>in-law, Noah Webster, Prof. 
Goodrich had edited his series of Dictionaries. He was eminent for learning 
and piety, and few men hicve lived to better purpose. 

Prof Alonzo Gray, an eminent Teacher and Author, died in March at Brook- 
lyn. Prof Gray was widely known by his published works, and his death is 
deeply mourned by all who knew him. 



A Word Concerning the Monthly. — It is known to our readers that we 
have charge of this journal through no application of our own. A necessity 
was laid upon us. Since its publication commenced, we have been constantly 
pressed with other duties; and have not been able to devote as much attention 
to it as we have desired. But the numerous kindly notices which the Monthly 
has received from the press and iirom subscribers, give us the assurance that our 
periodical is acceptable to the public. Thanks to all for friendly salutations and 
words of cheer. 

We will not speak of the editorial of the Monthly^ except to confess that 
it has been none too good. But of the articles from contributors we can express 
an opinion. We are satisfied with them. We see no educational papers which 
excel this in respect to its contributions. Our readers, as well as ourselves, are 
indebted to Messrs. Dwight, White and others, for their able and timely articles. 
We hope from them and from others to receive favors of equal value. 

At the request of numerous friends, we have made arrangements with the 
publishers, by which we are enabled to fiirnish the Educational Monthly with 
the Jtlaniic Mnnthly for $3, with Harper's Magazine for $3, with Ladies' Re- 
poiitory for $2.50, and with Godei/8 Ladies Book for $3. These are all 
excellent periodicals, and just such as will suit both lady and gentlemen 
Teachers. 



$O0ll llottCtB. 



Worcester's Dictionary, by Joseph E. Worcester, L. L. D. Boston: Hick- 
lino Swan and Brewer. Western Agents : Ingram and Bragg, Publish- 
ers, Cleveland, Ohio. 

This is a new and enlarged edition of Worcester's Dictionaiy, and has been 
very extensively and favorably noticed in Eastern papers. 

In its mechanical arrangement and execution, the work is admirable. We 
will mention some of its peculiarities. Its pages are larger than Webstei's, and 



126 THE OHIO EDUCATIONAL MONTHLY. 

the type more distinct Its definitions are copious^ and sustained by citations 
from the best authors, and numerous notes appended give interesting informa- 
tion on important subjects ; also tables of synonimies arc appended to the defi- 
nitions, instead of forming a separate department; also pictorial illustrations of 
objects, where regarded necessary to explain the words, accompany them. The 
author claims for the work nearly twenty thousand more words' than can be 
found in any other single dictionary. This is caused by the preservation of 
antiquated and obsolete words, as well as by technical, local and provincial 
ones, the assumption being that the exceptional words are naturally those most 
apt to be looked for in dictionaries. 

We will not allow our partiality to Webster to blind us to the excellencies of 
Worcester. Though those works differ in a few particulars, they both are mon- 
uments of the learning and industry of their authors. 

But let us all be prepared for a renewal of "the war of dictionaries." Wor- 
cester has now "got his growth," and the matched giants — Gog and Magog — 
will make the continent tremble with their ponderous blows. Not a few of the 
friends of these noble dictionaries have regretted the spirit with which this irre- 
pressible conflict has been carried on. " The fight between the Merryman and 
the Brewer," as a New York paper calls it, has been too much after the " fancy*' 
example. Shall it not now cease,"or show, at least, a more Christian temper. 



Bible History ; A Text-Book for Seminaries, Schools and Families. Br 
Sarah R. Hanna, Principal of the Female Seminary, Washington, Pa. 
New York, A. S. Barns and Burr. 

This is 12 mo. work of 290 pages. It is simply Bible History^ from Genesis 
to Daniel ; arranged in strict chronological order, with questions and answers ; 
the latter, for the most part, consisting of exact quotations from this sacred 
record- In our opinion this work could be used to great advantage in our 
Schools; especially those of a higher grade. It is free from all attempts at sec- 
tarian perversion; and a man who would object to it, would quarrel with the 
ten commandments. 



friends, have you seen "The Musical Mirror," by our excellent friend, Mr. 
8. B. Phipps? It contains many beautiful songs, such as "My Cottage Home,'* 
and others, each of which is worth more than the price of the book. See ad- 
vertisement, and do yourself the honor of owning a copy. 



Journal of Progress. — King Solomon, or some other wise writer, has ad- 
vanced the idea that "a thing of beauty is a joy forever." We are of the same 
opinion ; though the duration is considerably beyond our experience. Beauty in 
everything is a joy; and in nothing more than in school papers. Who can care 
much for a Monthly or a Progress which is printed on thin and dingy paper, 
with battered and defaced type, and which presents a general thrown-together 
appearance? It must not offend the eye, if it would charm the mind. 

The Journal of Progress is published semi-monthly, by Elias Longley, Cin- 
cinnati, at $1.00 per annum. It is printed partly in phonetic characters, and 
partly in the common type. We are pleased with its spirit and tone, and vrish it 



NEW ADVETISEMBNTS. 127 

all success. The editorial department is under the care of Mr. John Hancock, 
who, as the Progress justly remarks, "is a talented, energetic and growing 
Teacher." Mr. Hancock's articles are vigorous, practical and instructive. Few 
of our young men have greater ability for making a readable and useful school 
paper. There is not a particle of sham in him. 

But the best and wisest sometimes commit mistakes ; even as Homer some- 
times nods. And our worthy cotemporary is no exception to this universal 
short-coming. In the last number of the Progress he gives a pretty fair notice 
of the last Report of the School Commissioner. In speaking of the books 
selected for libraries he remarks as follows: ''In looking over the Commission- 
er's list we find some (books) that we imagine would be rather heavy reading to 
our country friends ; such as Benton's Debates of Congress, History of the Con- 
stitution, Hamilton's Writings, Hallam's Constitutional History of England, 
Buckle's History of Civilizatioa &c." Except the work of Ruskin, not one of 
these books was sent "to our country friends." A few copies were sent to the 
large city libraries, and to none else; Dear "J. H." you must look ai facts, not 
^^over" them. 

We sincerely hope that this work will circulate generally throughout the State. 
It has special claims upon all who are favorable to the "Phonetic Reform.' 



The Boston Primary School Tablets, Prepared by John D. Philbrick, 

SUPERINTEDXEWT OP THE BoSTON PUBUC SCHOOLS. TaOOART, BrOWV & ChASE. 

Shall there never be an end to Boston Notions ? Never, we trust, so long as 
they are like those beautiful Tablets. They are twenty in number ; designed to 
be mounted on pastboard; two sheets to a card. We think them admirably 
adapted to assist in imparting instruction in primary schools. The fact that 
Mr. Philbrick has prepared them is prima facia evidence of their excellence. 

See advertisement 



On account of the large increase of subscribers, our first edition of the Jan- 
nary No. is exhausted. We are reprinting it, and as soon as it is ready we will 
mail it to such of our new subscribers as have not yet received it 



NETV ADVERTISERS. 

In this number Messrs. Moore, Wilstach & Keys, of Cincinnati, advertise sev- 
eral valuable books for Teachers and others. We refer our readers to the adver- 
tisement occupying two pages. 

Sheldon & Co., New York, advertise Wayland's Intellectual Philosophy and 
other valuable works worthy of the Teacher's consideration. Examine for 
yourselves. 

A. S. Barnes & Burr, New York, advertise an extensive list of books. This 
is one of the heaviest school-book publishing houses in the country. Examine 
their list of publications. 

C. A. Partridge, Cincinnati, asks the attention of Teachers and school men 
to his new store in the Qeen City. Mr. Partridge's works are all standard pub- 
lications. 



Official ^t^utimtnt. 



CIRCULAR TO BOARDS OF EDUCATION, RESPECTING SCHOOL 

LIBRARIES. 

Office of State School Commissioner, ) 
Columbus, 0., March 20, 1860. ) 

Gentlemen: — It becomes my duty to inform yon that onr school library law 
was, on the twenty-ninth of Febrnary, repealed by the General Assembly. The 
tax levied in 1859 will be expended for books, which you may expect to receive 
daring the coming Summer. 

Desirous of the preservation and useful employment of the libraries under 
your charge, and apprehensive that the repeal of the law may lead some of you 
to undervalue their importance, I beg leave to make the following suggestions 

1. When you shall have received the books yet to be apportioned, you will 
have your respective shares of the distribution of five years. But few of your 
townships will have less than one hundred dollars worth of books ; and the aver- 
age amount will be as high as two hundred and twenty dollars ; and, at retiul 
rates, more than three hundred dollars. Each library, therefore, is of sufficient 
value to command your best efforts for its proper care and use. Should no more 
books be added to it, it may, for years, be made highly useful 

2. But I wish to recommend to your consideration the importance and prac> 
ticability of increasing the number of books in all your libraries. Should their 
be no further public provision for this purpose, there will be many ways and 
means for procuring books. If you shall manifest the purpose to make the 
libraries under your care permanent, and if you shall make and execute all nee 
essary rules concerning their management and use, many will be encouraged to 
contribute either money or books for increasing their value and interest By a 
little effort on your part, thousands of dollars can thus every year be secured for 
this purpose. 

Again, by means of school exhibitions and concerts, and by fairs and festi- 
vals, funds can be provided for the purchase of books. There are many villages 
' and townships in the State, in each of which from fifty to one hundred dollars 
can be raised annually by such effort& 

Once more, these libraries will furnish a suitable place for the deposit of the 
important public documents, which your members of Congress and the General 
Assembly will frequently send you. Various benevolent and agricultural socie- 
ties wilt doubtless furnish you with their reports. 

By these, and by other means, your libraries may increase in value and inter- 
est, and prove lasting blessings to the people of the State. 

I am aware that many of you deeply regret the repeal of our State library 
law; but it will be the part of wisdom for all of us to make the best of the case 
as it now stands. Many- believe that the law recently repealed, will be re- 
enacted within a short time. This, in my opinion, is doubtful 

Your truly, 
ANSON SMYTH, Commissioner. 



TUX 

OHIO 



EDUCATIONAL MONTHLY, 



MAY, 1860. 



Old Series, Vol. 9, Ho. 6 . New Series, Vol. 1, No. 5. 



4 

SPEECH OF HON. 0. W. POTWIN OF MUSKINGUM 
COUNTY, IN THE OHIO SENATE, ON THE INDUS- 
TRIAL SCHOOL BILL. 

Mr. Pbesidbnt — ^The education of the young has been long 
and properly considered as bearing directly upon the great inter- 
ests of humanity, the well-being of society, and the mental, as 
irell as the moral progress of the race. 

With all that has been accomplished in this State, there yet 
exists a vacancy in our school system, which humanity, and justice, 
and the earnest advocates of the amelioration of our race, demand 
shall be filled. Let us accord to the present school system of 
Ohio all the praise that is its due. It will safely bear comparison 
with the best perfected plans adopted and in successful operation 
in any of the States of the Union. 

Having faith in the eventual, yea, necessary vindication of the 
plan submitted by this bill, in its moral and social reformatory 
character and aims, or in one of a simlar nature, I cannot but 
urge early and prompt action by legislation. 

This bill professes, by organized action, to fill up the breach 
long existing in our State, thus reaching, in the wide spread influ- 
ences of so beneficent a system, a class heretofore rejected and 
despised. I refer to the children of abandoned and profligate 

parentage, of the extremely poor who have no visible means of 

9 



180 THE OHIO EDUCATIONAL MONTHLY. 

support, and of the outcasts of society who frequent the alleys 
and purlieus of our cities and villages, and who, becoming the vic- 
tims in early life to debauchery, profanity and crime, are from 
thence transferred to, and fill up our prisons, infirmaries and pest- 
houses. 

Mr. President, one of the most important objects. of this bill is 
to concentrate the charities of our citizens, — of those who are 
ever, from humane motives, pouring their benevolence into un- 
known and unfamiliar channels abroad, which would assume largely 
the character of home dispensation if the spirit of such concen- 
tration was cultivated and directed into channels more familiar to 
them, and of every day interest and observation. 

There are reasons not embraced in the report of the select com- 
mittee, why this bill should become a law, and which I desire to 
present for the consideration of the Senate. I claim, and I pre- 
sume no Senator will disagree with me, that it is an axiom well 
established, that every child has a moral right to demand of the 
State such interference and protection as will shield its plastic 
childhood from influences, which, from their nature, must almost 
of necessity prove its ruin. I lay down the axiom, also, that it is 
the duty of the State to protect the weak against the aggressions 
of the strong. This principle is engrafted into the body politic : 
it has foundation in correct humane principle : it enters and in- 
fuses its spirit into all wholesome enactments where the rights of 
humanity and the spirit of love, peace and good will toward men, 
and the spirit of liberty and law are generally recognized. Where 
then can this principle be more appropriately applied, than in the 
protection of the innocent and helpless child from vice, abuse, and 
the other dangers which surround the youthful victims of destitu- 
tion and orphanage ? 

Mr. President, our sympathies should be awakened to provide 
for this class of children, as well as for the mate, the blind, etc. 
And if we have thus found a channel for the current of sympa- 
thy and humanity open to all, and we shall organize institutions 
bearing so intimately upon the well-being of society and the 
amelioration of the race, it will appear to the minds of the dis- 
interested friends of human progress, that this duty of support 
can only accomplish its beneficent purpose when it carries wilii it 
the right of custody. Private charity has thus far been in a great 



8PBB0H OF HON. C. W. POTWIK. 131 

measure illy bestowed ; and if this bill receives favorable consid- 
eration, the direction of such charity ^Brill not only result in tem- 
porary relief from hunger and want, but in permanent amelioration 
in character. 

Mr. President, numerous letters have reached me recently from 
many portions of the State, and in almost every instance the most 
favorable consideration is manifested toward this measure of re- 
form. In those isolated instances where objections are made, I 
think the gentlemen have failed to comprehend the scope of the 
bill and to have a correct appreciation of the condition of the class 
sought to be benefited by it. In one of the letters received, a 
misconception is had of the class of children sought to be reached 
by this bill. 

The youth provided for in the act of '58 are "juvenile ofifenders." 
Before a child can be reached under that act, he must be actually 
guilty of some crime or a breach of some statutory law. In the 
city of Zanesville, we have between sixty and seventy children 
whose circumstances, whose present neglect, abuse, and extreme 
poverty, are fitting them for all manner of vice and crime known 
to the laws of God or man ; and yet, under the law of 1858, not 
one half dozen of them could be provided for. No amendment of 
this law could reach the children contemplated by this bill. The 
children of extreme poverty and degradation may be innocent of 
crime, and, as yet, free from the disposition to become vicious or 
criminal. Would it not be worse than' barbarism to regard them 
as juvenile offenders, or to thrust them into the same institution 
with those committed for crime 7 

Institutions having custody of children described in the bill, and 
sought to be benefited by it, should be just as widely separated 
from our reformatories, reform farms, and houses of refiige, as 
are our asylums for the blind, the mute, or even our theological 
seminaries. I am a hearty advocate of the reform farm, houses 
of refuge, and reformatories ; but their legitimate field is, and 
always should be, with "juvenile offenders" — children that are 
already disturbers of the public peace, or ungovernable by parents 
who seek to properly control them. But these institutions must 
of necessity always have about them very much of the stigma of 
prison-life. It would be wicked — ^barbarous — ^to attach that stigma 



132 THE OHIO EDUCATIONAL HONTHLT. 

to a child guilty of no offense, but, unfortunately for them, the 
children of degraded, licentious and abandoned parents. 

About such industrial schools as are contemplated in this bill, 
there need be no more stigma or disgrace than about the benevo- 
lent institutions at Columbus and elsewhere. Very many persons 
would be willing to adopt children into their families from such 
industrial schools, who would never consent to take even the same 
children from a reformatory. 

This bill is intended to reach, and if it becomes a law I have no 
doubt will reach, a class of children who will never be benefited 
by our common schools or reformatories. We have beautiful and 
innocent girls and boys, from six to twelve years of age, in all 
our cities, dressed in rags, begging from door to door for means 
to sustain their own lives, and the lives, perhaps, of degraded 
parents. But few years hence, and eight out of every ten of these 
girls will be ruined in character, and as large a proportion of the 
boys will be disturbers of the public peace. Then the reforma- 
tories can reach them, and the state and private charities will be 
heavily taxed to attempt to cure what the bill is intended to pre- 
vent. Is the legislative power of our state so feeble, that while it 
may make ample provision for the punishment and reform of juve- 
nile offenders, it cannot interfere to save the children from influ- 
ences that will certainly fit them for lives of wickedness and 
crime? 

If it be objected that the compulsory features of the bill may 
be thought to contravene the natural right of parents to the cus- 
tody and control of their children, it may be answered, that no 
individual can have, by virtue of any office or relation, any rights 
which in their assertion or exercise are injurious to the common 
weal, — ^that the state is forever supreme — ^the well-being of society 
forever paramount, — ^these being the fundamental postulates of a 
body politic and a civilized order ; and further, that these features 
are not by any means new. 

In the kingdom of Prussia (peopled by the best educated nation 
in Europe), the education of every male inhabitant is as obligatory 
as their service in the land-wehr army, and is conducted with a 
discipline almost military. 

I know, Mr. President, that topics like those involved in the 
consideration of this bill are not the ones to which the popular or 



SPEECH OF HON. C. W. POTWIN. 188 

legislatiye interest gravitates with the most graceful and surest 
readiness. There is no buncombe in them. They have not the 
flash and glitter of a partisan or purely political measure. They 
deal with the poor, the forsaken, the outcast — ^with a class which 
have but small influence, but little practical representation, except 
in the bureau of statistics, or in the records of crime. But we 
cannot ignore it. It is with us for good or for evil, — ^unpromising, 
indeed, for the former, but imposing and fearful in its capacities 
and promises for the latter. We owe it to the peace of society, 
to the good of the state^ to our obligations to posterity, to our own 
record in our day and generation, that we protect alike the weak 
and tempted, and those who may be the innocent sufierers from 
their crimes. 

It is the crowning glory of our epoch, — and he who truly writes 
the future history of civilisation in America will so signalize it — 
that the moral duties, preventive as well as executive, of the state 
to the people, have, in our day, first been recognized and applied. 
Heretofore the history of legislation has been little else than the 
record of its dealings with the material interests of men. Of lit- 
tle value would be our boasted progress, did it not leave us a more 
humane, as weU as a more knowing people. 

The forces of the moral order, paramount indeed in all ages and 
among every people, are just now being recognized as the great 
motors of society. If the world has been blind to their presence 
and their power, it has not the less been ever amenable to their 
paramount influence and control. And the most gladdening sign 
of our boasted progress, is not our belts of railway — ^not those 
courses of telegraphic thought that ^^ go out to the ends of the 
world," and almost realize ubiquity, — ^not crystal palaces or levia- 
than steamships — ^but the recognition by the masses, by senators 
and by kings, of those paramount and imperceptible moral forces 
which underlie and overreach the mere physical necessities and 
instincts of man. 

And we feel grateful that our lot has been cast in this age and 
country where we can bring to your respectful and earnest consider- 
ation a measure which, destitute of all those qualities which draw 
the gaze of the multitude and fix the interest of the hour, is yet 
germinal, we trust, with somewhat of the fruits of that spirit of 
^^ peace and good will to men," which, in connection with the 



184 THB OHIO BDUOATIOKAL MONTHLY. 

splendid march of thought, is budding with the promise of a nob- 
ble history — ^with the tokens of a new evangel for the race. 

I appeal, then, to the moral stose of senators, to their love of 
the good, to their appreciation of humane action, to their reason 
and sound judgment, expecting and claiming from them a gener- 
ous and hearty support to a measure which has unyielding daims 
upon their sympathies, their benevolence and love of race. 



OUR HOMES. 

BT JOHN HANCOCK. 

To every age, and even to every generation, the word Educa- 
tion has a different meaning. We trust that to the people of our 
country it is growing broader and deeper in its significance, with 
each succeeding year. If we have done but little, and are yet 
groping in darkness for a better way, there is a spirit of inquiry 
abroad, which is fidl of promise, and which, we believe, wiU never 
be laid, until something far better than we have yet dared to dream, 
win bless our efforts. 

We do not object to what are called Practical Articles in our 
professional journals — ^though we confess to us they are sometimes 
rather dry reading — but we do hope that men of such large na- 
tures, as they may seem Seers in Education, will not fail to arouse 
us frequently by great, stirring words, to a renewed sense of the 
greatness of the work in which we are engaged. The history of 
individual enthusiasm, is the history of the Race's progress. For 
this reason, young men are the best teachers. As they stand 
forth in the glorious strength of their early manhood, such vigor, 
such a love of all that is beautiful and good, such a loftiness of 
purpose, are diffused by their presence alone, as arouse nobler 
desires and impulses in their pupils. But after long service in 
the profession, teachers are apt to lose much of this generous 
flame. They laugh at the early enthusiasm and freshness of their 
youth. Mistaken mortals ! It is not the youth who was so ready 
to do and to suffer, for the good of his fellows, that is to be pitied, 
but their present selves. 

Whenever a man feels ashamed of the air-castles he built in his 
young days, which, though baseless, were very beautiful, — he may 



OUB HOHBS. 185 

be sure that he has descended to a lower plain in his inner life. 

We know the tendency of experience is to harden our natures, 
— but such need not necessarily be the result. We ought to fight 
against the tendency. But to make resistance effectual, we often 
need assistance from without. This brings us back to what we 
intended to say in the start. We appeal to friends of the ancient 
regime-— of the early and palmy days of our State Association, 
when education was not made a matter for the head alone, but for 
the heart also, — ^to give us, during the coming year, articles fiUed 
with '< thoughts that breathe and words that bum." If they will 
but once more bestir themselves, and set earnestly to work, we 
shall not soon again be humiliated by the thought that this greatest 
and wealthiest State of the Mississippi Valley, has, in her greatest 
interest, made a long step backward. 

Thus much by way of preface. We are a deeply materialistic 
people. We crowd out of sight and thought as much as possible, 
the higher, ideal life, and push forward the unromantic fnaterial 
life. While we cultivate the intellect most intensely in certain 
channels, the heart is left uncared for, and is finally crushed be- 
neath the on-rolling car of Mammon. That kingdom in which the 
soul lives, is yet inhabited by the few who have not bowed the 
knee to Baal. The great multitude stand without, and have not 
even so much as an inclination to knock for admission. On the 
contrary, they deride those who go in, and affect to pity the wild 
visionaries. 

The fact is, all our systems and methods of instruction have 
been too much constructed with reference to success in life — to 
business, or a public career. Home has been almost entirely left 
out of consideration. 

And what are our homes? Are they attractive? Is the hand 
of taste and cultivation manifested in their arrangement? Not so. 
Our people have been flattered long enough. The truth ought 
now to be fearlessly spoken. . It is the only way by which they 
can be brought to a consciousness of their deficiencies. It may be 
that they Will not receive such truth kindly, — ^for we remember 
that an article published in the Atlantic Monthly ^ which purported 
to show up the Homes of New England as they really are, excited 
a very considerable amount of indignation among some of our Puri- 
tan brethren, and we are scarcely to suppose our own people wiser. 



186 THB OHIO BDUOATIONAL MOKTHLY. 

Time was in the history of our conntry, when an exclasive devo- 
tion to a rude materialism was ahnost a necessity : forests were to 
be cleared away ; fields to be broken ; houses to be built ; and a 
thousand obstacles to be overcome, before the country could be 
fitted for the abode of civilized men. At such a period muscle is 
in greater demand than brain ; '^the diggers up of trees' roots," than 
the diggers of Latin and Greek roots. Then a rude cabin with 
few comforts, could be tolerated; but now that the fertile soil 
yields an abundant harvest to toil, and wealth is so generally dif- 
fused, is it tolerable that our homes should be all that homes ought 
not to be — ^marvels of ugliness without, and within, of inconve- 
nience? 

It may be asked, how is it proposed to remedy these defects 7 
As teachers, it is true, but a small portion of the work belongs to 
us ; but our place is in the vanguard of every educational reform, 
and we may infuse a new spirit into our teachings. Such mediods 
of instruction may be adopted as will more thoroughly fit our pu- 
pils for the life of home. As the domestic relation transcends all 
others, so will the highest aim of all ciQture be attained when men 
are made happy in that relation. When a refined taste has made 
our homes attractive, the occupation of our reform societies will 
be gone. Young men will no longer seek excitement and amuse- 
ment at theaters and more questionable places of resort, when a 
purer and more exquisite pleasure can be found around the hearth- 
stone of home. 

We ought to give more attention in our schools to aesthetic cul- 
ture. We believe the feelings may be so refined by proper cul- 
ture, as to render at least all the grosser forms of vice loathsome. 
And is it not surprising that with the appliances for such a cul- 
ture lying all about us, it has been so totally neglected. Qod has 
adorned His Universe with a lavish hand; and yet men accounted 
educated, are blind to its glories and beauties. Many who have 
been raised for a little space above the grosser forms of the world, 
by their training, as soon as their school days are ended, return 
again to their wallow. The material forms of life entirely absorb 
them ; to them is never revealed the glory and majesty of the spir- 
itual life. 

There is a natural yearning in all unperverted minds toward 
nature. How often do we see in the pent up streets, and even 



OUB BOMBS. 187 

filthy lanes of our cities, amid their continuous miles of brick and 
mortar, here and there a little plat of green grass, bright and 
fresh from frequent waterings ; and on window sills, and in sunny 
nooks, beautiful and carefully-tended flowers. The love for these 
we may imagine to have come down to us through the long ages of 
sin and misery, from that primal home in Paradise. 

We can easily imagine how the love for a flower in a rude na- 
ture, may expand into a love for other and higher forms of nature; 
into a love for art,-— engravings, pictures, sculpture, and music; 
and finally culminate in a love for noble thoughts and noble deeds. 
And it is our privilege, as teachers, to plant the young feet in these 
pleasant paths of knowledge. 

But to be more specific. What are the outward adomings of 
our homes ? Look at our farm houses. In the most of them, 
what taste has been displayed in the selection of the situation, or 
in the style of the architecture ? The site is generally some bar- 
ren knoll, possessing not one alluring trait, except that the ground 
is high — and why should a man build a fine house, if it is not to 
b^ seen by all his neighbors ? The style of the architecture is 
that of an oblong box, divided into the requisite number of rooms, 
apparently a strict eye always being kept to arranging them 
in an order the most inconvenient possible. The forest trees and 
shrubs, or anything that could afford the least shade, are most 
scrupulously cut away ; and the house is exposed naked to the 
unpitying winds of winter and the blazing sun of summer. The 
inside is not much more attractive or comfortable than the outside. 
No pictures or engravings on the walls; no ornaments on the man- 
tel ; no centre-table with its load of precious books ; no flowers on 
the window-sills; but ranged around in stiff formality, a few 
straight-backed chairs, and in a comer a hard settee. 

Fortunately taste is not always an expensive luxury. A cottage 
of simple style, comfortable and convenient, a pleasant thing to 
look upon, and a fit dwelling for love, would not cost half the sum 
that was required to build the great, barnlike, staring structure of 
red brick. 

Having done what we could to improve the outside of the home, 
how are we to make the inside more attractive ? We refer not to 
furniture— though this should be neat and in perfect taste — ^but to 
the nightly meeting of the family about the fireside. One means^ 



188 THE OHIO BDUOATIONAL MONTHLY. 

— and certainly a very important one, — ^is reading alond. But 
that this may be even bearable, our youth must first be taught to 
read — ^not that mechanical performance, that is something by cour- 
tesy termed reading, but such a delivery of an author's words as 
shall forcibly and beautifully express all the endless variety and 
shades of meaning that may be contained in his subject. Those 
who have listened to elocutionists of the first class, know some- 
thing of the rich intellectual treat the highest style of reading 
affords ; how it unfolds glories and beauties in their favorite authors 
never seen before. With such reading, and a proper selection of 
books, every house will contain within itself an exhaustless source 
of intellectual culture and refinement, as well as amusement. 

Again : whatever may be our opinion of our modem theatrical 
representations, nothing is more certain than that the drama has 
always held the highest rank in the literature of all languages and 
nations, and it probably will always continue to do so. We there- 
fore see no good reason why young men and women may not read 
well selected plays together in the family, or even meet from dif- 
ferent families for the purpose ; but we do see how this also might 
be made a means of cultivating a high literary taste. 

Then music. Who is able to estimate its humanizing influence? 
And what can be more delightful than to hear the well-tuned voices 
of brothers and sisters joined in song ? In a family where muaio 
has its constant dwelling, quarrelings can never come. The souls 
of the different members will be united as are their voices in 
sweetest harmony. 

This list of the means of making our homes better and happier 
is not presented as an exhaustive one. Tet these alone it seems 
to us are sufficient to render every Christian home the most desir- 
able place for its inmates of any on earth. And these means, 
too, are within the reach of all. We have always believed that 
no soul in our State at least, need grow up distorted and unhealth- 
ful for the want of light and food. We have but to reach forth 
our hand, and we find in its grasp all that is necessary for the 
most thorough culture. 

We condude by asking whether it shall not be made a point to 
so remodel our educational systems as to train up our sons and 
daughters more with the design of making them admirable men 
and women, than thai they should be taught to look upon edaca- 



BSSENTIAL PBATtJRES OF A GOOD SCHOOL BTSTBM. 189 

tion onlj as a means of making a figure in the world ? Shall not 
our young men be taught that there is something beyond, higher, 
though calmer it may be, with less of wild and unhealthy excite* 
ment about it, than is to be found in the career of the author, 
warrior, or politician, however successful he may be, — ^the individ- 
ual life with its most cherished hopes and joys concentrated in 
home? 



ESSENTIAL FEATURES OP A GOOD SCHOOL SYSTEM. 

' BY M. P. COWDBRT. 

Although several years have elapsed since the establishment of 
classified schools in Ohio, yet there is still some vagueness in the 
public mind as to what constitutes a good school system for a town 
or city. It is often assumed that a school-system must be a good 
one that embraces an extended course of study, or that has in its 
service a number of faithful teachers, or that gives instruction in 
some branches with marked success, or that includes among a 
number of very common schools one or two of unusual excellence, 
or that affords a certain amount of instruction to such as attend 
without any particular solicitude to the parents, or the school au- 
thorities, or expense to the people. 

It may be well, therefore, briefly to state some of the more 
prominent points of a good school system that we may be the 
better able to judge of the value of what is often so confidently 
exhibited to us for commendation. 

First, then, a good public school system should provide build- 
ings, teachers, and the necessary facilities for instruction for all of 
the children for which such system is established. The maintain- 
ance of a school system on the basis of general taxation, can be 
entirely justified only on condition that the benefits to be conferred 
are alike offered to the entire community. ^ 

The best possible advantages to all, special favors io none^ is the 
only equitable maxim in a free school system, both with regard to 
privfleges offered and the details of discipline and instruction. 

Second, a public school system should constantly secure the 
attendance of every child of school age within the territory for 
which it is established, to the greatest possible extent, consistent 



140 THB OHIO BBUOATIONAL MONTHLY. 

with the spirit of republican institations. It must be apparent 
that 80 far as an equivalent is ever rendered to the tax-pajer, 
having no children to educate, it must be, either in the shape of 
increased security to his property or his rights, or of a correspond- 
ing reduction in his criminal or pauper expenses, or of better social 
order and good neighborhood, or from increased general prosperity 
from a wider diffusion of good morals and intelligence. It seems 
peculiarly just, therefore, in this light, that every child should be 
instructed, if an indiscriminate tax is to be laid on all the property 
for this purpose. For this very end, only, is it both equal and 
exact justice to every tax-payer, and wise public policy, to assume 
the instruction of the children as an obligation of the State. In 
every community a large portion of the citisens are both willing 
and able to educate, well, their own children, and, were this true of 
every parent, a general tax upon all the property for this purpose 
would, manifestly, be unjust. Every good, free school system, 
will, therefore, not only offer equal facilities of instruction to all, 
but expend some per cent, of its funds and energies in securing 
instruction to those who are either indifferent to its advantages, or 
who are, for other reasons, not likely to receive its benefits. 

Third, a very important feature of every school system is its 
grades and classification of pupils. Almost any classification is 
better than none, and yet the highest advantages of classification 
are only secured by the most unremitting attention and skill on 
the part of school authorities. 

The constant aim should be to allow those of similar age and 
natural abilities, of similar previous advantages, similar physical 
strength and health, to move easily and naturally forward togeth- 
er. Few common schools are at present so classified as to afford 
security against a grievous wrong, either to that portion of pupils 
who are able and anxious to go forward in study, or, on the other 
hand, to another portion, placed in the same grade and instructed 
in the same classes with the first, but who are unable for want of 
health, or other sufficient reasons, to perform the same amount of 
labor. A class of thirty pupils so exactly balanced with reference 
to proficiency, health and talents as to perform, with equal effort, 
tiie same amount of labor, and receive, with equal advantage, the 
same instruction, must have been selected with very great care 
from a large number of pupils, and by none other than a most 



SSSBNTIAL FBATUBES OF A 0OOD SCHOOL ST8TBM. 141 

9 

Bkillfbl teacher. In practice, such 'instances are probably ex- 
tremely rare, and yet towards this point of advantage the energies 
of every school system should constantly tend. Other things being 
equal, it will be found that the closer the clasnficaiwn^ the better 
the school system. Annual and semi-annual classifications are 
quite insufficient to meet the ever varying wants and circumstances 
of schools and classes in this respect. Constant, intelligent over- 
sight and direction are required. 

Fourth, such general principles as lie at the foundation of health- 
ful development of children, and such special modes of instruction 
as are found valuable from experience, should he common to all the 
schools^ and to all the grades to which they are appropriate. As 
before stated, a single excellent school of any grade is not suffi- 
cient evidence of a judicious, well-managed school system. Right 
principles in teaching and superior methods of instruction should 
be in a school, not from accident but from design, not because the 
teacher has brought them there as a part of his or her capital 
stock, to be withdrawn when the present contract expires, but 
because they have, been deliberately introduced, naturalized and 
incorporated into the school itself as an element of its existence. 
In a well-conducted school system, any school of a grade should 
be a fair representative of the grade of which it is a member. 

Fifth, there should be such a course of study and discipline for 
each grade of schools, and such mutual connexion in the courses 
of instruction in all the grades, as will best facilitate the labors 
of the teacher and the progress of the scholar. The simplest ele- 
ments of language can be learned at a very early age. Let them 
not be neglected until the years of school life have nearly passed 
away. The simplest elements of numbers can be learned when 
children are very young. Do not, then, wait until a boy is four- 
teen years old before you teach him the multiplicatian table. In 
brief, let the instruction be constantly adapted to the age and ca- 
pacity of the pupil, always remembering the maxim, not how muchy 
hut how well. 

Sixth: it is, perhaps, scarcely necessary to add, that while it is 
indispensable to the symmetry and utility of a school system, to 
have all known right principles in teaching diffused and incorpo- 
rated into it, there must, from the necessity of the case, some- 
where exist a knowledge of what are right principles and modes of 



142 THS OHIO BDUOATIONAL MONTHLT. 

instrnction, acoompanied with the power to incorporate them into 
the daily instraction of the school room. Nothing can be more 
absurd than to suppose the highest advantages of school instruc- 
tion will be secured without adequate means. To know what is 
best for the nature and faculties of the child through all the pri- 
mordial stages of its culture, to learn how the will may always be 
kept in subjection to the sense of right and duty, to leurn how the 
time and talents of the pupil may be economized with reference to 
the greatest future usefulness, can only be accomplished by the 
most watchful oversight of all entrusted with the management of 
a school system. Let no one expect that a public school system 
can be made good, and kept good, combine what other advantages 
it may, that is not constantly studied both from within and with- 
out, and is not a subject of earnest solicitude by parents, teachers, 
school authorities and community. 
Sandusky, March 20th, 1860. 



CORPORAL PUNISHMENT. 

BT J. B. TWITCHBLL. 

So much has been said and written upon this subject, that one 
feels almost ashamed to press upon the public another thought ; 
and yet its importance demands our earnest thought and careful 
attention. There are those engaged in teaching, who advocate, 
(and practice upon the same principle,) the use of the *^rod" in 
almost every case of disobedience, whether forgetful or intentional, 
and quote the words of the wise man, ^^ Spare the rod, and spoil 
the child," as conclusive proof upon the point at issue. 

There are those upon the other hand, who go to the opposite 
extreme, and would have no kind of punishment in school which 
in any way would cause physical pain. They say it is far better 
to expel the pupil than to conquer him ^' per force." 

We cannot agree with either of these ; and yet there is, perhaps, 
no subject connected with school duties, upon which it is more 
difficult to give advice which may be safely followed, than thiB. 

Of this much we are sure— and so are all who have been con- 
nected for any length of time with educational interests, that many 



OOBPOBAL PUNIBHMBNT. 143 

teachers, earnest in their employment and anxious for the best 
welfare of all committed to their charge, have, for some reason, 
entirely failed, not only to secure good order, but also have failed 
to secure the respect of both pupils and parents. 

And we are conscious of this fact also, that no matter what the 
judgment, the care, the prudence, and the faithfolness of the 
teacher may be, there is a great difficulty with which each and all, 
everywhere, must contend, and that is the want of uniformity in 
methods of discipline at home. Some parents will flatter or coax 
and hire their children to obey, and consequently such children 
enter the school-room expecting the same kind of treatment and 
looking for the same influences and inducements to be thrown 
around them there . And what shall the teacher do ? He has no res- 
ervoir of sugar, or candy, or sweetmeats ; he has no spare half-hours 
which he can afford to spend upon the programme of '^ Coax-Flat- 
ter -Persuade-Him !" No, he has something else to do, and some- 
thing else is required of him. Then he must adopt some other 
mode — institute some other plan which will be speedily effectual. 

Other parents are found, who will "thrash" and "whale" and 
abuse for the least offense, at one time, and at another the most 
flagrant and overt act will pass by unnoticed; so that the child 
will feel that his own offense will not affix or even moderate the 
penalty, but the peculiar feelings of his father or mother at the 
time the ofiiense is committed. With this kind of training at 
home, the child enters the school-room, expecting at one time that 
the most willful disobedience will not be corrected, and fearing at 
another time that the most innocent mistake will bring down upon 
his head the most bitter judgment. 

If these things are true, is it any wonder that we, as teachers, 
are sometimes in a "strait betwixt two"? 

These few thoughts lead to this suggestion : Teachers should 
ever guard against both of these extremes, and be uniform in 
their discipline. 

We do not mean by these remarks that the same words and the 
same looks should be expressed in all cases and under all circum- 
stances, for this would be predicating that the dispositions, tempera- 
ments and habits of all were the same; but we apply this remark 
to corporal punishment, and simply mean that pupils must un- 
derstand, if an offense is corrected at one time and the punishment is 



144 THE OHIO EDUCATIONAL MONTHLY. 

inflicted upon this one, at another time the same offense will re- 
ceive the same punishment, no matter who the offender may be. ^ 

By these remarks we admit that corporal punishment may 
sometimes be necessary. This we believe; but we have no charity 
for, or sympathy with, continual correction of this kind. 

Years ago, " masters " were employed instead of " teachers," 
and instructed as they entered their duties to use the rod or the 
ferule to suit themselves ; and the lesson taught the child was, 
he must be conquered by brutal force, while he felt it to be a kind 
of honor if in this physical combat he could gain the victory. 
Then he would be the ^* hero " of the school, while directors and 
parents would smile and say, ^^ We must get another master about 
fifty pounds heavier!" 

Now we need not appeal to any who have watched the develop- 
ment of the youthful mind and heart with the growth and unfold- 
ing of character, to answer if this plan tends to cultivate the finer 
feelings and lovelier qualities which are either active or dormant in 
the soul of every child. 

We rejoice that this kind of discipline, in a good degree, has 
been superseded by that which is milder and more humane in its 
character. The great principle which has controlling power, is the 
principle of love and kindness; and we have no hesitation in 
affirming, that in the majority of cases where corporal punishment 
is inflicted, a surer and more permanent reformation could be 
effected some other way. 

We do not advocate that the rod should be banished from the 
school, and never used, — ^not at all ; but we do say, every other 
means should be tried — ^not coaxing and flattering — ^not hiring, — 
but to the child every other appeal should be made, such as his 
honor, his desire of securing the confidence and respect of his 
teacher and schoolmates. It should be shown to him that the 
path of duty is the only one that will lead to success and 
happiness in life. If these all fail, and he is still rebellious and 
willful, then we have no hesitation in advising the use of the rod. 

We have known teachers — ^we have seen them, and have been 
ashamed of the profession, — who would march around the school 
room daily, switch in hand, like a soldier upon duty, hitting first 
upon the right and then upon the left, while several seats in front 
might be seen tbe more timid dodging and the braver ones prepar- 



CORPORAL PUNISHMENT. 145 

ing to show fight. Before the teacher were the trembling and 
courageous : behind him were those who were smarting under the 
blow received, and others who were gesticulating, as if to say, 
" Old feller ! you didn't hit me !" We have seen such manifesta- 
tions as these in the school-room not a twelve-month ago : and if 
any teacher should be so unfortunate as to read this article, who 
has ever been guilty of the like, we hope he will be influenced to 
adopt a different modus operandi j or engage in some other duties ; 
for characters are too important, and souls are too precious, thus 
to be ruined. 

But should any teacher ask, When shall I administer corporal 
punishment ? this would be our answer : Only in cases of rebel- 
lion ; and what we understand by rebellion is, willful disobediencej 
or obstinate refusal to comply with request. 

Forgetfulness is not rebellion ; carelessness is not : but defiance 
is rebellion. In a case of this kind, the good of the child and the 
welfare of the school call for the infliction of punishment upon the 
offender. Here we find the most painful of all the teacher's du- 
ties, — ^that from which he would gladly shrink, did not duty re- 
quire it. 

A few thoughts now to the teacher, by way of caution. 

1st. The teacher, if possible, should convince the child that he 
has committed a wrong which is worthy of the punishment he is 
to receive. 

2d. Endeavor to make the pupil feel that you are seeking his 
own good, laboring for his own welfare, and not gratifying any 
feeling of revenge on your part. 

3d. Never punish after the pupil is conquered ; leave the mat- 
ter there, if the first blow produces this result. 

4th. When the painful duty is performed, put the rod or ferule, 
or whatever it may be, out of sight ; you had better burn it, than 
leave it where it can be seen. I call upon teachers to remember 
this. You cannot commit a greater mistake, than to leave the rod 
in sight to terrify the school. 

It is no index of a successful school, for a visitor, coming in, to 
find a pile of sticks upon the desk, as if the teacher expected at 
any moment he might have need of them. 

Pages might be written upon each one of these suggestions, but 

time and space will not permit. We leave them, and this whole 

10 



146 THB OHIO EDUCATIONAL MONTHLY. 

subject, for the careful consideration of the teachers of our State, 
and ask of you all, as to God we are accountable for our trust — 
important and eternity-lasting as it is, — ^to consider well every 
look, every word, every action, for you are making impress upon 
immortals. 



PAPERS FOR YOUNG SCHOOLMISTRESSES 

. BY OLIVIA ODBLOT. 

V 

No. IIL 

THE TEACHER'S EDUCATION. 

Within a few years a great change has taken place in the views 
of the people, in regard to the necessary qualifications for a 
teacher; the feeling, which in many places has prevailed, that 
teaching is one of the lowest of all occupations, and that the in- 
structor need not possess any special capability for his work — that 
^^ a person who could do nothing else, could teach " — ^is fast be- 
coming a relic of by-gone days. Public sentiment has come to 
look at this work in a higher point of view, and to demand of 
those engaged in it, that they be thoroughly furnished for all their 
duties — as well those who teach young children, as those who are 
called to instruct pupils of maturer minds. Is not this demand 
just ? 

" 'lis education tliat must form the mind — 
Just as the twig is bent^ the tree 's inclined." 

If the young mind is left in the care of those who are but half 
educated, in youth or manhood who shall undertake to straighten 
that which has become crooked ? As well might yonder maple, 
upon which " somebody trod, when it was little," be changed to 
the tall and kingly oak which stands beside it. Let no one think 
it of little account how the alphabet is taught — ^how the first ele- 
ments of numbers, of geography, of reading and writing be given, 
if only the after education be correct. Any one who has had the 
care of youth, or who understands the human mind, will teU you 
that unless the child's first teacher is a good one— one who under- 
stands what he is doing,—- others, in later years, may labor hard, 
and yet never be able to undo all the evil done. 



PAPERS FOR TOUKG SCHOOLMISTRESSES. 147 

Such being the necessity for well educated teachers, what shall 
we do that it may be met ? What standard shall we adopt, by which 
to determine whether we have attained to such a position ? 

Education, in the highest sense of the word, comprehends the 
work of a lifetime — ^yea, more, of eternity. From the cradle to 
the grave, we are all learners ; and when the lessons committed 
here have been recited before the Great White Throne, we shall 
continue our pupilage through the endless ages of the life to come. 
No one, then, can wait to complete his education, before commenc- 
ing to instruct others, else the world must forever remain without 
teachers. The question is, how much ought our minds to be dis- 
ciplined and enlightened, our tempers corrected, our manners and 
habits formed, before we attempt to guide others in the way our 
feet are still pursuing. 

It would be greatly unwise in answering such a question, to 
mark out so many studies, and say all who are acquainted with 
these will make competent teachers, while those who have varied 
from this course cannot so succeed ; for no one would require that 
a teacher of an infant school should possess the same literary 
qualifications — should have finished the same extensive course of 
study, as one who presides over a college. 

However, some things are indispensable to a teacher in any sit- 
uation. There is no school in which we would not be expected to 
teach reading and spelling; and yet how few possess a good 
knowledge of these, let the hosts of poor readers and spellers, who 
may be found everywhere, even among those aspiring to the 
dignity of school-teachers, witness. We who are young in this 
work, should give especial care to make ourselves more efficient 
teachers in these things which lie at the foundation of all scholar- 
" ship. The science of Arithmetic^ emphatically the stafi" of busi- 
ness life, is one of the most important subjects with which we 
should be acquainted. In our district schools it is the study, above 
all others, which is taught ; and it should be, in all its higher as 
well as simpler forms, very familiar to us. Geography is a study 
taken early in the child's school life, and it is usually one in which 
he may be very much interested, if the teacher is quick to take 
advantage of this fondness, by presenting it in a pleasant way, an 
also by combining with its facts some of the truths of Physical 
Geography and History. These sciences are so closely united, 



148 THE OHIO EDUCATIONAL MONTHLY. 

that a knowledge of one is greatly aided by the others ; and the 
deep interest awakened by so combining them, is pleasant to both 
teacher and pupil. English Grammar^ which teaches us to speak 
and write correctly our " mother-tongue," certainly ought to hold 
a high place in our regard, both in its theoretical and practical na- 
ture. No school education should make any pretensions to perfec- 
tion, until this most important of all branches is well learned, — 
until, from lips which should know better, we no more hear such 
words as " aint " — such sentences as " it is him or Aer," " she 
learned me this," and a host of others even worse. As teachers, 
we cannot give too much attention to the manner in which our pu- 
pils express their ideas in speaking or writing. 

Botany^ a science dealing so much with the beautiful and won- 
derful, should be numbered among the branches of our educational 
tree. Children of all ages love to study it, in its simple forms, 
even where a scientific knowledge of it could not be appreciated ; 
and every lady, at least, should be able to teach it. 

As we come to the higher studies, we find fewer of our teachers 
who have much acquaintance with them. Indeed, the question is 
sometimes asked, ^^ Is it worth our while to study any thing which 
will not be of a practical value to us — ^that is, what we shall never 
be called to teach ?" When it can be proved that the careful study 
of any science, however abstract or metaphysical, does not con- 
tribute to the making of a clear, sound mind, such as the teacher 
especially needs, then will be time to think of a question like the 
above. Until such a time comes, let us not be content with a 
knowledge of those things which we daily teach ; but let us be 
continually reaching up after that which is higher, being assured 
that every new idea of which we thus become possessed, will help 
us greatly in these lesser duties. The standard of literary attain- 
ment, which most of our young ladies now seek, is too low : though 
generally it is a great improvement over the standards which have 
been before us in the past. Shall we not make it our aim to lift 
ourselves intellectually very much above where we now stand? 

But it is not simply the number of text-books which we have 
been through— or over — ^that determines our education : they must 
have been studied carefully — ^been mastered : so that if every book 
on that subject were destroyed, we could make a new one, equally 
as good. Many have been students at our best seminaries, who 



BEPOBT OF COMMITTBE ON SCHOOLS. 149 

are not at all qualified to impart instruction in those branches they 
have been pursuing, because they have not taken the pains to get 
distinct ideas of them. The quick discernment of the scholar will 
soon detect if the teacher's knowledge be superficial ; so that if he 
would maintain his self-respect before his scholars, and their respect, 
the teacher must have very much more than the appearance or the 
assumption of wisdom. " That which is worth doing at all, is worth 
doing well," should certainly be the motto of every one attempting 
to learn or to teach. 



REPORT OF THE COMMITTEE ON SCHOOLS AND 

SCHOOL LANDS. 

The Committee on Common Schools and School Lands, to whom 
was referred H. B. No. 230, "2^ abolish the office of State Commis- 
sioner of Common Schooh^^^ have had the same under considera- 
tion, and respectfully beg leave to 

REPORT, 

That it is their opinion that the duties which the school law 
devolves upon the Commissioner are of a character so important 
as to require the continued existence of the office. Before the 
creation of this office, and while its duties were in part performed 
by the Secretaries of State, these officers repeatedly and earnestly 
recommended to the Legislature that the general school interests 
of the State should be committed to a superintendent elected for 
that purpose. Their experience taught them that it was impossi- 
ble to give an efficient supervision to school affairs, while othei" 
duties claimed their chief attention. And the same conclusion 
has been reached in a majority of the other States in the Union. 
Alabama, California, Connecticut, Dlinois, Indiana, Iowa, Ken- 
tucky, Louisiana, Maine, Massachusetts, Michigan, Missouri, New 
Jersey, New York, North Carolina, Pennsylvania, Rhode Island, 
Vermont and Wisconsin, have State superintendents of public in- 
struction who devote their exclusive attention to this business. 
And so great has been the benefit derived from this office, that, so 
far as we are informed, there is no State in which, after trial, it 
has been abolished. 

An examination of the statute creating this office, especially 
sections 50, 52, 53 and 54, will convince any one that the duties 
enjoined upon the Commissioner are vastly important to the best 
interests of the cause of education throughout the State. His 
visits to the different counties, and his numerous addresses, have 
proved acceptable and instructive to the people So highly are 



150 THE OHIO EDUCATIONAL MONTHLY. 

these labors appreciated, and so many have been the calls for such 
services, that Governor Chase in his last two messages earnestly 
recommended that the commissioner should be allowed assistants 
or deputies to aid him in the discharge of this work. His pres- 
ence in Teachers' Institutes is in frequent requisition. Upon in- 
quiry, we have learned that he has four engagements of this kind 
at present on hand, and to be performed within a few weeks. 

An examination of his annual reports will show that much time 
and labor are expended in their preparation. The facts which 
they exhibit and the discussion of important educational measures 
which they embrace, render them exceedingly valuable. 

The law requires the Commissioner to " exercise such super- 
vision over the educational funds of the state as may be necessary 
to secure their safety, and right application, and distribution ac- 
cording to law ;" and his interference and influence are often in- 
voked for this purpose. 

But service not enjoined by the statute has claimed the atten- 
tion of the Commissioner to a greater extent than any other one 
duty. We refer to his correspondence with county Auditors, 
Boards of Education, Township Clerks, and other school officers, 
teachers and other parties interested in the successful operation 
of our school system. This correspondence has become extensive 
and laborious. In numerous instances where there has been dis- 
agreement respecting the just interpretation of the law, and where 
differences have arisen in districts, instead of suits at law there 
have been agreements to submit the questions in dispute to the 
opinion of the Commissioner, with a pledge to abide by his judg- 
ment and advice. Many of the questions thus submitted require 
careful investigation, and their answer can not be made the work 
of a few minutes. It is true that the Commissioner might decline 
this labor with the plea that the law does not require him to per- 
form it. He might refer all such parties to the courts and to at- 
torneys ; but this course would give rise to a vast amount of liti- 
gation and involve heavy expense. We have reason to believe 
that the correspondence and advice of the Commissioner save the 
people of the State ten times the amount of his salary; and save 
far more than this in the prevention of friction in the workings of 
our educational machinery. 

The expense of this office to the state is much less than is ex- 
pended for the same purpose in many other States. For example, 
New York pays the superintendent and his deputy $4,000 per an- 
num ; Pennsylvania, $2,900 ; Massachusetts pays to the various 
superintending officers of her school system about $8,000 ; Cali- 
fornia $3,500; Alabama $2,000, and Louisiana $2000. These 
sums are exclusive of salaries of clerks, contingent expenses, etc. 

With these facts and considerations before us, your Committee 



MATHEMATICAL DEPARTMENT. 15 

are of opinion that the passage of the bill under consideration 
would prove injurious to the best interests of the State ; that as a 
mere question of economy and retrenchment it would be unwise ; 
that it would be utterly impossible for the State Librarian efficient- 
ly to perform, in addition to his duties as Librarian, one fourth 
part of the labor now performed by the Commissioner. 

Your Committee, therefore, recommend the indefinite postpone- 
ment of the bill. DAVID REES, 

WM. B. COX, 
DENNISON STEELE, 
MANNING STIERS. 




at|ematical §tpartment. 



NAMES OF THE PEEIODS IN NUMERATION. 

BY W. D. HENELE. 

I propose in this article to point out a mistake which has been fallen into by a 
few writers on Arithmetic in reference to the names of the periods beyond duo- 
decillionSj and also to suggest a new set of names for these periods. 

In order that the mistake above referred to may be clearly seen, I append the 
names usually given : Millions, Billions, Trillions, Quadrillions, Quintillions, Sextill- 
ions, Septillions,Octillions, Nonillions, Decillions, Undecillions, and Duodecillions. 
These names seem to be well established by general usage. The only departure 
that I have seen from these names, is the single instance of Quatrillions, given 
by Pike in his octavo Arithmetic, and this is only another spelling of Quadrillions. 
Taking, then, these words as established, we should name the other periods in an 
analagous manner. Pike and Qreenleaf writes Tredecillions, Quatuordecillions, 
Quindecillions. Sexdecillions, Septendecillions, Octodecillions, Novemdecillions, 
and Vigintillions. S. L. Loomis, in his Normal Arithmetic, gives the same, 
writing Tridecillions and Septemdecillions, and adding Unvigintillions, Duovi- 
ginlillions, Trigintillions, Quatnorgintillions, QuinginUllions, Sexgintillions, Sep- 
temgintillions, Octogintillions, and Novemgintillions. Heath's Arithmetic, and 
Ray's Higher Arithmetic, follow Pike and Greenleaf, except in the word Novem- 
decillions, in which n is used instead of m. Heath adds Viginti-unillions, Yigin- 
ti-billions, Viginti-trillions ; Trigintillions, Triginta-unillions, Triginta-billions ; 
Quadragentillions, Quadraginta-unillions; Quinquagentillions ; Sexagentillions; 
Septugentillions ; Octogentillions ; Nonagentillions, and Centillions. 

Thomson writes "Tredecillions," and Tracy " Tridicillions." Holbrook, in 
his Normal, gives Tridecillions, Quadrodecillions, Quindecillions, Sexdecillions, 



152 THE OHIO EDUCATIONAL MONTHLY. 

Octodecillions, Nonodecillions, Vigintillions, Unvigixitillions, Duo-vigintiUionB, 
TrigintlUions, Quadrogintillions, Quiogintiilions, Sexagintillions, Septangintil- 
lions, Octogintillions, Nonogintillions, Gentillions, Uncentillions, Duocentillioii8, 
and Milli]lion& 

These are the only instances which I have found in consulting about fifty 
Arithmetics, in which the names of periods above Duodecillions are given. I 
object to these names which the reader will observe are not uniform, because 
they are formed on the names of the Latin cardinal numbers, and not upon the 
names of the ordinal numbers. Analogy, derived from the formation of the 
names up to Duodecillions, plainly demands the use of the ordinal numbers. 
From MilUons to Quadrillions inclusive, there is no analogy. Quintillions, Sex- 
tillions and Nonillions, are plainly formed, not from ^inquej sex and novem, but 
from guiniua^ sextus and iwrnis. This being the case, we are authorized in con- 
sidering Septillions, Octillions, Decillions, Undecillions and Duodecillions, as 
formed fi-om sepUmus^ octavu8j decimuSj undecimus^ and duodecimus^ by strik- 
ing off imus and avu8 and adding illions. 

I give below the names commencing with millions, which is the base of the 
English system of numeration. The names of the periods afler millions denote 
the respective powers of a million. For the benefit of those readers that are not 
familiar with the Latin ordinal numbers, I insert, in a parenthesis, afler each 
name, Arabic numerals denoting the ordinal numbers used in forming the name. 
The value of one of the period is a million raised to a power denoted by the ot- 
dinal number. 

NAMES OF THE PERIODS. 

Millions (1), Billions (2), Trillions (3), QuadrilUons (4), Quintillions (5), Sex- 
tillions (6), Septillions (7), Octillions (8), NonilUons (9), Decillions (10), Unde- 
cillions (11), Duodecillions (12), Tertio-decillions (13), Quarto^ecillions (14), 
Quinto-decillions (15), Sexto^ecillions (16), Septo4ecillions (17), Octodecillions 
(18), Nono-decillions (19), Vigillions (20), Primo-vigillions (21), Secundo-vigill- 
ions (22), Tertio-vigillions (23), Quarto-vigillions (24), Quinto-vigillions (25), 
Sexto-vigillions (26), Septi-vigillions (27), Octo-vigiUions (28), Nono-vigillions 
(29), Trigillions (30> 

Quadragillions (40), Quinquagillions (50), Sexagillions (60), Septnagillions 
(70), Octogillions (80), NonagilUons (90), CenUllions (100), PrimoKjentiUions 
(101). Decimo-centillions (110), Undecimo-centillions (111), Duodecimo-centil- 
lions (112), Tertio-decimo-centillions (118), Quarto-decimo-centillio g (114), Vi- 
gesimoKientillions (120). 

Primo-vigesimo-centillions (121), TrigesimoKsentillions (180), Quadrageramo- 
centillions (140), Quinquagesimo-centillions (160), Sexagesimo-centilhons (160)- 
Septuagesimo-centillions (170), Octogesimo-centillions (180), Nonagesimo-centil- 
lions (190), Ducentillions (200), Trecentillions (800), QuadringentiUions (400), 
Quingentillions (500), Sexcentillions (600), Septingentillions (700), Octingentil- 
lions (800), Nongentillions (900). 

Millillions (1000), Centesimo-millillions (1100), Ducentesimo-millillions (1200), 
Trecentesimo-millillions (1300), Quadringentesimo-millillions (HOO), Quinges- 
tesimo-millillions (1500), Sexcentesimo-millillions (1600), Septingentesimo-mill- 



MATHEMATICAL DEPABTMBKT. 158 

illion8(1700),0ctingente8iiiio-millillion8 (1800), Nongentesimo-millillions (1900), 
Bi-xny unions (2000), Tri-millimons (3000),Quadri-mimnion8 (4000), Quinqui-mill- 
ilUons (5000), Sexi-miUillions (6000),Septi-miIlillion8 (7000),Octi-mimiUon8(8000) 
Novi-milUllions (9000), Deci-millillions aO,000), Undeci-mimiUons (11,000). 

Duodeci-mimilions (12,000), Tredeci-mimiUons (13,000), Quataoideci-milliU- 
ions (14,000), Qumdeci-mimilions (15,000), Sezdeci-miUilUons (16,000), Septi- 
deci-millillions (17,000), Octi^eci-milliUions (18,000), Novi-deci-milUllions (19,- 
000), Vici-millillions (20,000), Semeli-vici-millillions (21,000), Bi-vici-milUUions 
(22,000), Tri-vici-milliUions (23,000), Quodri-vici-mimilions (24,000), Trici-miU- 
ilUons (30,000), Quadragi-millillions (40,000), Qainquagi-millilUons (50,000). 

Sexagi-milUllions (60,000), Septuagi-milUllions (70,000), Octogi-milliUions (80,- 
000), Nonagi-milUllions (90,000), Centi-millillions (100,000), Semeli-centi-millill- 
ions 101,000), Bi-centi-millillions (102,000), Discenti-millillions (200,000). 

Trecenti-miinmons (300,000), Qnadrigenti-millillions (400,000), Qningenti- 
millillions (500,000), Sexcenti-miUillions (600,000), Septingenti-millillions (700,- 
000), Octingenti-millillions (800,000), Nongenti-mimilions (900,000), Milli-mill- 
ions (1,000,000). 

It will be observed that words ending in o represent numbers to be added, and 
those ending in i represent multipliers. When two words end with t, the sum of 
the numbers indicated is to be taken as the multiplier. In each the last word 
indicates the number to be increased or multiplied 

It is desirable that writers of Arithmetic should adopt these names when they pre- 
tend to give those above duodecilHonSj and that teachers should use them when 
exercising their pupils in reading very large numbers. The highest number of 
figures ever encountered by any mathematician in his investigations is 618. The 
reading of such a number demands the names of the periods to primoKsentiUions 
in the English method, and primoducentillions in the French. 



Teachers' Institutes. — Our friends everywhere will permit us to call their 
attention to the importance of beginning at once to make preparations for the 
Institutes that are to be held during the summer vacatioa See to it that you 
have selected a competent corps of instructors ; and that the teachers in your 
various localities are thoroughly aroused. Spare no exertions to get a good at- 
tendance at your meetings. There is every tning in the sympathy of numbers. 
Procure good lecturers for your evening entertainments. Much may be accom- 
plished in this way toward getting up an interest among the people for the cause 
m which you are engaged. And unless their sympatnies are with the teacher, 
his task will be a hard one indeed. It should be his first aim, therefore, to en- 
list them on his side. We know of no more effectual way of doing this than by 
calling them together to listen to addresses firom live men, who have their hearts 
in their work. 

The friends of Public Schools at present seem to be wanting in activity almost 
everywhere, while their foes are active, persevering, and determined. The fact 
that it has been simultaneously attempted to cripple the efficiency of the School 
System in several of the leading States, is fooa for serious thought It is vain 
to try to disguise the fact that we are losing ground, and if we would retain the 
ground we already have, and recover what we have lost, we must be up and do- 
ing. We need earnest and persistent work. For these reasons, the Institutes of 
the coming 'summer ought to excel all their predecessors in their numbers and 
enthusiasm. — Journal of Progresi. j. H. 



1 

1 



^)iiiathl Stpartment. 



OUR SCHOOL ACCOUNTS POSTED. 

^^ Watchman, what of the night ? How stands the school accounts of Ohio ? Is 
the coarse of popular education onward and upward, or backward and downward? 

Inquiries like the above frequently reach us ; and as we are situated at the 
center of the State, with facilities for surveying the entire field of school opera- 
tions, it is not unreasonable that answers are expected by those who thus seek 
information. We wish now briefly to give such replies as our knowledge of the 
state of things will permit Some may judge that the picture which we draw is 
of a deeper shade than facts warrant; while others will be of the opinion that 
we paint it in colors brighter than truth justifiea This will depend upon the stand- 
point occupied by different observers. Those of our readers who find everything 
about them relating to school interests pleasant and prosperous, will very likely 
be surprised when told that there are certain threatening clouds skirting our 
educational horizon, which some fear are destined to spread over our skies, 
shutting out our sunlight, and ultimately pouring down a deluge to sweep our 
school system from existence. They see around them no signs of danger, and 
have no fears that there will be *' much of a shower after all" On the other 
hand, there are those who in their localities have experienced serious difficulties 
firom the opposition which has been waged against their school operations. The 
enemies of their schools have been earnest and persistent in their efforts to 
break them down, and to set things back to the condition in which they were ten 
years ago. The salaries of some Teahers have been reduced ; the existence of 
their High Schools has been threatened ; a prejudice and clamor have been ex- 
cited against the office of local Superintendent; and the imperative necessity 
for new school buildings has been disregarded. To such parties it will seem that 
our general school law and all the educational hopes of our State are drifting 
straight upon the rocks of destruction. With countenances mournfully elongated, 
they are uttering Jeremiades over what they deem the speedy downfall of our holy 
Jerusalem ; and whatever of hope and confidence this article may embrace, will 
be to them like th» sound of laughter upon the ear of the despairing. 

We are quite ready to admit the fact that our skies are not entirely cloudless. 
In some parts of the State a reaction in regard to school interests is apparent 
This fact was indicated in our recent General Assembly, as mentioned in our 
last number under the head of " Vandalic" But we are far firom believing that 
these reactionary forces are destined to prevail generally throughout tiiie State. 
Indeed, we are fully persuaded that they will ultimately accomplish far more 
good than evil They are adapted to arouse the friends of our school system 
from their state of inactivity, and to send them again to their work as in former 
years, when their labors told effectively upon the advancement of the cause of 



EDITORIAL DEPABTMENT. 155 

popular edacation thronghoat the State; and when the title, "An Ohio Teacher/' 
was throughout the land a synonym for energy and devotion to public intellec- 
tual improvement. This is at present our one needful thing. 

If we look at the State as a whole, and at the general expression of popular 
opinion in regard to school matters, we see nothing which should discourage any 
who are not constitutionally faint-hearted It is true that our Library Law has 
been repealed, but the causes which led to this action were shown in our last 
number not to be prophetic of further mutilations of our school law. The bill 
to abolish the office of School Commissioner, was voted down by ten to one ; and 
the various other measures which were introduced for the purpose of crippling 
our school operations met a similar fate. Excepting the Library Repeal, not a 
single act was passed which the friends of education can regret The law 
authorizing Boards of Education to condemn sites for school houses, is one of 
high importance and value. 

There never has been a time when the indications of popular interest were 
more decided than at present Notwithstanding the severity of the financial 
pressure, in all parts of the State fine school houses are in progress of erection, 
and Teachers of the highest qualifications are in demand. Our Normal Schools 
are largely attended, and Teachers' Institutes are. popular and prosperous. Mr. 
Holbrook writes us that one hundred and fifty pupils are in attendance on his 
school, and that the institution was never more prosperous than at present 

We are aware that there are localities in which educational movements are 
experiencing some hindrances. Opposition has become incorporated and deter- 
mined. This is true, so far as we are informed, only in certain of our smaller 
cities. But even in these cases the opposition is not to what are termed common 
schools, but to high schools, and the office of Superintendent We are decidely 
in favor of high departments in our graded schools, and for more reasons tiian 
we can now take time to state. We believe them worth more than they cost; 
but it must be acknowledged that they sometimes cost enough to justify a little 
grumbling. We have known high schools of thirty pupils to cost more than 
three common schools of two hundred pupils. A good Superintendent costs as 
much as four common Teachers. Not appreciating the importance of the high 
school and Superintendent, many have urged that they be dispensed with. But 
thus far no serious evils have resulted from this movement Not a high school, 
so far as we know, has been given up, — not a Superintendent dismissed. Should 
money matters become more easy, we shall soon cease to hear of these mattera 
Our schools cost the people four millions of dollars annually, and for this and 
for other purposes the burden of taxation during these hard times is severely felt 

In some places the tide is already turning, and the course of high school in- 
stcuction is advanced. Sandusky has felt the financial pressure of the times 
quite as seriously as any other town, but from the Register we clip the following: 

"Sandusky Schools. — At the organization of the Free School Systen of San- 
duskv, a rule was established prohibiting instruction at the public expense, of 
any language but the English, which has ever since remained in force. At the 
annual meeting of the district on the 9th inst, this rule was rescinded by a 
unanimous vote, and the Board left free to prescribe any course of study con- 
sistent with the school law. 



156 THB OHIO EDUCATIONAL MONTHLT. 

At this meeting, F. M. FoUet and J. O. Pool were elected to the Board by a 
large majority. The total vote polled was about 800." 

It is our opinion that a chief cause for discouragement in regard to educa- 
tional interests, is found in the fact that our State Tecuihers' Association has 
almost entirely ceased to be a power for good Once it flourished like the bay- 
tree ; but for the last few years it has withered like the fig-tree which Jesus cursed. 
In its earlier days it worked with a will, and accomplished much good But of 
late it has done little except once a year to make a public exhibition of premature 
age and feeblenesa It may be well to inquire the cause of this decline and decay. 

When the Association undertook the establishment, endowment and manage- 
ment of a Normal School, it assumed very heavy pecuniary responsibilities. The 
trustees were mostly Teachers, scattered from Dan to Beersheba, i e. from Ash- 
tabula to Cincinnati. They could not ofben meet for the transaction of business, 
and the institution was left to drift with adverse currents. Debts accumulated, 
and the cry "give I give!" was continually heard at all meetings of the Associa- 
tion. This remorseless dunning at length became a disagreeable amusement to 
many of our Teachers whose salaries left them no surplus funds. They found 
little pleasure and less profit in such meetings, and abandoned the Association. 
Other causes may have operate^ to this end, but pecuniary embarrassment has 
been the chief trouble 

But an efficient and influential Association of Teachers is indispensable to 
the best interests of our schools. The general administration of our system is 
not well provided for by the statute. In this great State of eighty-eight coun- 
ties we have but one Superintendent, the same as Connecticut has with but eight 
counties. Our Superintendent has no deputies, and we have no County Super- 
intendents. The office duties, such as correspondence, ect, (see Report of Com- 
mittee,) leaves him but little time for traveling and lecturing through the Stata 
This deficiency can, to a considerable extent, be made up by appropriate efforts 
on the part of our Teachers. 

We trust that our State Association is about to arise and come up to the help 
of our school system. The causes of its backset no longer exist It has no 
Normal School to provide for — ^no Journal to support Both Hopedale and the 
Monthly depend upon Providence and themselves for a living. Both are better 
off without than with the guardianship of the Association, and that, in turn, is 
better off without their care. 

The next meeting of the Association will, we trust, be of interest and profit to 
all who attend It will be held in the central and pleasant city of Newark, and 
Teachers will receive a generous greeting from the intelligent and hospitable 
people who there abide. Ample private accommodations will be provided for 
ladies, and gentlemen will find pleasant homes at the hotels. We recently vis- 
ited the Newark Schools, and found them in excellent condition. We know of 
none better. Where there are good schools there are good, whole-souled people, 
who will treat with due consideration the Teachers of the Stata 

The President, Mr. Hancock, and the Chairman of the Executive Committee, 

Mr. White, are live men, and all exercises will be arranged and directed in the 
best manner. May we not hope that the Newark meeting will be of a character 
to remind us of the good old times of years agone ? 



KDITORIAL DEPARTMENT. 157 

Scarce — Monthly News in our present number. The cause of this deficiency we 
will not take the time to state But if any of our readers are particularly anxious 
to know what it is, why they can call at this office and inquire. The information 
thus obtained must be considered as strictly confidential. 



Plektt — Excellent articles in this number of the Monthly. Mr. Potwin's 
speech does credit to the head and the heart of the author. Mr. Hancock's 
"Homes" is just what might be expected from one who bears so patriotic a 
name, and bears it worthily. Read it, O iriends, and see if you can not put a 
few improving touches to your homes. All our readers will hail with pleasure 
the re-appearance of Mr. CowDERys name. Few men have done so much for 
the public school cause ; but for a few years past we have not heard firom him 
with the frequency which all have desired. Mr. Twitchell's able article was 
written before he had seen that of Mr. Leogett upon the same topic, which ap- 
peared in the Monthly for April The subject is an important one, and as these 
prominent Superintendents of X. and Z., one a clergyman and the other a law- 
yer, take somewhat different yiews of birchtimber, we concluded that both should 
be heard. If any of our readers think that we are treating them to more corpo- 
ral punuhment than they stand in need of, we beg leave respectfully to express 
our doubts in the matter. All of Miss Odelot's articles are among the vexy best 
that we have ever seen on those subjects. Each is an apple of gold. They are 
adapted to interest and instruct Young Schoolmistresses. The report in regard 
to the decapitation of the School Commissioner, written by Mr. Rees, is a trifle 
the best thing ever got up in an Ohio Legislature. Our word for that I Mr. 
Hekele's mathematical article is worthy of that eminent Teacher and Author. 



Out OF Print — ^The January number of the Monthly. It will be reprinted 
during the present month, and mailed with the June number to all who have not 
already received it 



A LITTLE ROOM YET — On our Subscription books. We would like to see it all 
filled up with names, each good for one $. 



Ok hand— a number of communications written for the Monthly. They are 
like Jeremiah's figs — some very good, and some not We positively refuse to 
allow writers to complain because we do not see fit to publish their contributions. 
They are bound to take it joyfully. 

Mat BE EXPECTEiA-A full supply of items of news, notes and queries, eta, in 
our next number. 



GoKE East — our collaborator F. W. H. Cause why? He recently graduated 
at a Law School in Cincinnati, and very naturally chose to keep out of the sight 
of his friends for a few weeks, till the impression shall wear off. 



Official Separtment. 



CIRCULAR TO SCHOOL OFFICERS, 

KMBBACIMG THE SCHOOL LAWS SNACTXD DUSI^O THE BECXNT SESSION 

OF THE QENEBAL ASSEMBLY. 

. Office op State School Commissioner, ) 
Columbus, 0., April 20, 1860. ) 

Gehtlemek : The following school laws were enacted during the recent session 

of the General Assembly: 

AN ACT 
To repeal the school library tax. 

Section 1. Be it erected by the General Assembly of the State of Ohio^ 
That the fifly-eighth section of the act of May 4, 1853, to provide for the re-or- 
ganization, supervision and maintenance of common schools, so far as it relates 
to the assessment of taxes for the purpose of furnishing and increasing school 
libraries and apparatus, be and the same is hereby repealed. 
Sec. 2. This act shall take effect on its passage. 

RICHARD C. PARSONS, 
Speaker of the House of Representatives. 
ROBERT C. KIRK, 
March 10, 1860. President of the Senate. 

AN ACT 

isppltmentary to the act entitled " an aot to provide for the re-organiiatioii, 
iupervision and maintenance of common sebools," pasted March 1, [14,] 1853. 

Section 1. Be it enacted by the General Assembly of the State of Ohio^ 
That it shall be lawful for any board of education, organized under the act passed 
March 1, [14,] 1853, entitled "an act to provide for the re-organization, super- 
vision and maintenance of common schools," or organized under the act passed 
February 21, 1849, entitled " an act for the better regulation of the public schools 
in cities, towns, &c.," in every case where it may be necessary, to procure a 
school house site, and the said board of education and the owner thereof shall 
be unable, Irom any cause, to agree upon the sale and purchase thereof to make 
out an accurate survey and description of the parcel of land which the said 
board of education may desire to appropriate for school house purposes, and file 
the same with the probate judge of the proper county, and thereupon the same 
proceedings of appropriation shall be had wnich are provided for by the act en- 
titled " an act to provide for compensation to the owners of private property ap- 
propriated to the use of corporations," passed April 30, 1852, and the various 
acts amendatory and supplementary thereto. 

Sbc. 2. This act shall take effect upon its passage 

RICHARD C. PARSONS, 
Speaker of the House of Representatives. 
ROBERT C. KIRK, 

Febmiy 10, 1860. President of the Senate. 



OPFICIAL DEPABTMBNT. 159 

AN ACT 

Sapplementarj to an act entitled *' an act for the support and better regulation 
of common aohools in the town of Akron," passed February 8, 1847. 

Section 1. Be it enacted by the General Assembly of the State of OhiOj 
That the board of examiners for any city, town or village which has adopted the 
above recited act, and the acts amendatory thereto, shall state in the certificates 
they issue to teachers the period of time for which said certificates shall be valid, 
which period shall not be less than six months nor more than two years, and no 
certificate shall be valid for any other period than that named in it 

Sec. 2. No person shall be permitted to teach in any of the public schools 
of said city, town or village, without such certificate, or for any other time than 
that specified in said certificate. 

Sec. 3. This act shall be in force from and afler its passage. 

RICHARD C. PARSONS, 
Speaker of the House of Representativea 
ROBERT C. KIRK, 
Passed March 19, 1860. President of the Senate. 



AN ACT 



To prevent and punish malicious injuries to church edifices, school houses, dwell- 
ing houses, and other buildings. 

Section 1. Be it enacted by the General Assembly of the State of OhiOj 
That if any person shall wilfully and maliciously injure any church edifice, 
school house, dwelling house, or other building, not being his own property, or 
in any way difigure the same with paint or otherwise, or deface the same by 
painting thereon any obscene words, figures or devices, or by posting thereon 
any paper or other material bearing such words, he shall be punished by fine 
not exceeding one hundred dollars, or by imprisonment in the county jail not 
exceeding ninety days, or both said punishments, in the discretion of the court 

RICHARD C. PARSONS, 
Speaker of the House of Representative& 
ROBERT C. KIRK, 
Passed March 24, 1860. President of the Senate. 

JOINT RESOLUTION, 
In referenoe to Common Schools. 

Resolved by the General Assembly of the State of Ohio, That the Commis- 
sioner of common schools be and is hereby instructed to communicate in his 
next annual report the following information, viz : The annual cost for sustain- 
ing schools in the years 1868, 1869 and I860 per scholar in average daily at- 
tendance ; also, a tabular statement, showing the annual cost in each county 
for sustaining schools for the same years per scholar in average daily attend- 
anca RICHARD C. PARSONS, 

Speaker of the House of Representatives. 
ROBERT C. KIRK, 

Passed March 21, 1860 President of the Senate. 

In addition to the foregoing, the following named acts were passed As they 
are not of general interest, the titles alone are here published. 

An act to amend section three of an act entitled " an act to provide for the 
regulation and support of the common schools in the city of Cleveland." passed 
March 26, 1859. 



160 THE OHIO EDUCATIONAL MONTHLY. 

An act to authorize the lessee of lot No. 3 of ministerial section No. 29, in 
the township of Wesley, in Washington county, to surrender his lease and re- 
ceive a deea. 

An act to extend the time of payment for the north-east and south-west quar- 
ter of the north-west quarter ot section thirty-two, township nineteen, range 
nineteen; the west half of the south-east quarter of the southeast quarter of the 
south-east quarter of section twenty-eight, township nineteen, range nineteen ; . 
and the east half of section nineteen, township nineteen, range twenty, school 
lands in Morrow county, Ohio. 

An act to extend the time of paying school section eight, Ward township, 
Hocking county. 

AlU act authorizing the sale of certain lands devised for school purposes. 

An act tp amend section four of an act entitled " an act to incorporate Ne- 
ville institute," in the county of Columbiana, passed March 10, 1837. 

An act to extend the time of payment for school section number sixteen, 
York township, Belmont county. 

An act to authorize the board of education of the city of Columbus to raise 
money for the erection of school buildings. 

An act to extend the time of payment of section sixteen, township seven, 
range eight, school lands, in Noble county, Ohio. 

Your truly, 

ANSON SMYTH, Commissionor. 



TIME OF NEXT MEETING. 



At a meeting of the Executive Committee in Columbus in December last, the 
Chairman was instructed to correspond with the leading members of the Asso- 
ciation in regard to the time of the meeting at Newark. To avoid the labor of 
this correspondence, I would invite through the Monthly suggestions from those 
interested. The Committee desire to fix the time so as to accommodate the 
greatest number. As the fourth of July falls on Thursday, it will be necessary 
to meet on Tuesday and Wednesday of that week or during another week. Sug- 
gestions as to the time addressed to me before the 15th of May, will be duly con- 
sidered. 

E. B. WHITE, 

Chairman Ex. Com. 0. T. A. 
POBTSMOUTH, April 16, 1860. 



THE 

OHIO 



EDUCATIONAL MONTHLY. 



JUNE, I860. 



Old Series, Vol. 9, ITo. 6. New Series, Vol. 1, No. 6. 



A TOPIC FOR THE PRESENT DAY. 

BY ROBERT ALLYN-. 

It will not be denied by any friend of our Common School sys- 
tem, that if we are not just now in great danger of losing what 
we have so hard and so long contended to gain, we are at least in 
danger of being compelled to wait much time, in order to be made 
certain of the fruits of what we had regarded as a well won vic- 
tory. The reference is, of course, to the retrograde movement 
begun during the last winter by the repeal of the clause of the 
School Law relating to Common School libraries. No man who 
was actively engaged in the great battle which finally established 
our school system, will deny that this part of the law was highly 
desirable at least ; and that most will claim that it is a necessary 
part of the system. It has, however, been repealed ; and what- 
ever of prospective good there was about it has disappeared. 

It is, therefore, eminently proper to consider what we ought to 
do under these circumstances. Before, however, there has been a 
general rally and inquiry as to what shall be done, let us have 
time and space to suggest, that there is not the slightest occasion 
for despondency on the part of the friends of education. The 
blow that has been struck — ^though evidently designed by many as 
only the precursor to, or feint to prepare the way for others more 



162 THE OHIO EBUOATIOKAL MONTHLY. 

vigorous and radical, — ^is nevertheless by no means a fatal one, 
nor one that cannot be easily warded off. It at first seems to 
have carried, as by storm, one of the advance outposts of the 
whole common school system in our State. But when we look at 
it rightly, we shall find that its guns have neither been turned 
upon the garrison nor spiked. The thousands of library books 
scattered all over the State, are yet pouring out upon the ranks 
of ignorance their living fire, and sweeping away whole hosts of 
enemies. What has been done has not at all impaired the main 
works of our defense or aggression, and every gun of our friends 
is still in good condition and ready for use. 

Don't be discouaged, good friends of education in all parts of 
the State. One very excellent part of the school law is gone, but 
it does not weaken the rest. And our duty is to recover our ground. 
But how shall we recover it ? Why, evidently, just as we gained 
it at first, by dint of hard discussion and thorough and complete 
examination of every objection and argument that can be brought 
against any system of common school education. 

Let the friends of our schools remember, that all good causes 
in this world have really gained more by what everybody — ^friends 
and enemies too — called a defeat, than by what they called a vic- 
tory. This may seem paradoxical. But it is true, notwithstand- 
ing. We suppose we are defeated in regard to the library clause 
of the school law ; and it is not possible to call it by another 
name. But it is quite likely to prove to us exactly what the falls 
of Auteus, in his ordinary wrestling matches, were. Whenever 
he fell to touch the earth, he became twice as strong as before. 
And never did this law fail him, till he met Hercules, who could 
strangle him while holding him in his arms. So our law has only 
had a fall from which it will be certain to rise again with renewed 
strength, unless some Hercules has taken hold of it and lifted it 
in the air to throttle it. A supposition not very probable, as it is 
far more likely to prove a Hercules to its enemies. 

Let us again remember that this common school system does in 
this but share the fate of all other excellent things. It has an 
every-day battle to fight : an every-day victory to win. It is in 
this respect like the Christian religion, which has in every genera- 
tion — if not twice or thrice in every generation — ^to go over the 
same ground and chastise and annihilate the same foes. So the 



A TOPIC FOR THE PRESENT DAT. 163 

great and holy cause of the people's education has to be fought 
over about once in every ten years. It is so in old Massachusetts 
and Connecticut, where the system is more than two hundred years 
old, and where it grew up with the commonwealths themselves. 
No friend of public schools dare in those States lay down his arms. 
He knows how subtle is the enemy with which he contends ; and 
hence he is not ashamed to go over the same old controversies 
again and again. And why should not we understand this point, 
and remember that when we have gained a victory once, we must 
win the same again, with the same weapons and on the same 
ground, though with very different foes. 

We have to contend with the avarice of many otherwise good 
men. We must encounter the prejudices of others who feel that 
education does really unfit men for the common labors of life. We 
must fight against the fears of others, who have been taught to 
believe that learning is necessarily infidel in its tendencies. Then 
we must overcome the stupidity and indifference of others, and 
the too arrogant pretensions and pedantry of still others. And 
when one of these classes is overcome, the others will surely at- 
tack us till the defeated combatants can rally again. 

Our only way in these successive battles, in the same and dif- 
ferent generations, must be a constant recurrence to first princi- 
ples. Each new generation of men must for itself examine and 
decide all the practical questions of life ; and what more interest- 
ing and important question than this of common and universal 
education ? Do not then let us be at all discouraged, if, while we 
have been partially asleep, the present generation — many of whom 
did not hear our discussions of twenty years ago, nor even those 
of ten years since — ^are not as fully enlightened as to all matters 
of policy and interest as we ourselves are, or as they ought to be. 
We must discuss over again. The first principles must be again 
examined and reaffirmed before another class of men. Our whole 
cause must be taken before the great supreme court of errors for 
our land — the common people themselves — and there it must be 
reargued, and the verdict given once more. And if we have to 
try it over every ten years, from this time onward, are we not able 
to doit? and to win at every rehearing, if we will only be diligent 
and energetic enough ? 

Here are some of the points on which we must dwell with more 



164 THE OHIO BDTJCATIONAL MONTHLY. 

emphasis and with greater frequency. They are simply named 
here, not to be argued. They are only thrown out as points to 
which we must direct the attention of all men, and which we can- 
not expect ever to settle so that they shall never again be called 
in question. * 

1. Every child has, by the laws of its own nature, a perfect 
right to so much education as shall fit it to be a decent companion 
for its neighbors. 

2. The child not only has this right, but it is both the privilege 
and the duty of the community to give this education. 

3. The property of the community, without respect to the fam- 
ilies of the property owners, is under solemn obligation to educate 
the children of that community. 

4. Education — ^including both discipline and enlightenment, or 
information — is cheaper and better than punishment, to restrain 
the evil propensities of man's nature. 

5. No community can have its children tolerably, or even par- 
tially educated, unless the whole are put under a course of dis- 
cipline and training. 

Now these propositions must be discussed over and over again 
in every school district of the land, and the discussion must be for 
every generation. They ought to be put on every school house 
door, and mooted in every village and county lyceum, till all the 
people believe them : and then the school system would stand at 
least ten years at a time. And we must not flatter ourselves that 
because these propositions appear to us self-evident, that they are, 
therefore, self-evident to all mankind. Self-evident propositions 
are exactly the ones which men at this day are doubting most of 
all. And hence the need of reiterating them more and more fre- 
quently — especially such as these, which, while they are very old, 
are still very full of the marrow of thought and of the elements 
of power. 

Let us, then, rise up once more and make the State ring more 
than ever with the din of earnest discussion ; and if we do not 
win back the exact position which we lost, we shall most certainly 
gain an advanced one, and one which shall more than compensate 
for all losses and labors. 



6UPEBINTENDBNI8 AKD BOPERVIBION. 165 



t SUPERINTENDENTS AND SUPERVISION. 

p 

BY ALEX. DUNCAN. 

Man is fallible. At no time is he wholly exempt from the pos- 
sibility of error. He may adopt false principles; and acting 
thereon his conduct must be wrong. Or, his principles and prem- 
ises may be right ; and even then his reasoning and his conclusions 
may be wrong. 

The goodness of the cause to which he devotes himself is no 
sure safeguard against mistakes, or even grave errors. It may 
be highly praiseworthy, and every way important to himself and 
the community at large, and yet, the means he employs for its 
promotion may be of doubtful utility. Some of them may be 
without adaptation to the exigency— others superfluous— and 
others still too cumbersome, or expensive. 

All this is, of course, true of any system of education we may 
adopt. Considered in its relations to individual minds — in its re- 
lations to the community — the State — the world, nothing can be 
more important than the proper training, mental and moral, of the 
youth of the land. Everywhere it is admitted, that nothing calls 
for wiser counsels, — ^for more enlightened and careful legislation ; 
— ^that if any great public interest demands constant oversight, 
and justifies the most liberal expenditure, it is this. 

Our Public School system is the natural outgrowth of these 
convictions ; and the legislation creating it is justly regarded as a 
monument of human wisdom. Yet, it is quite possible that imper- 
fection and error may be found in its most essential features. In- 
deed, it has been assailed repeatedly, on the one hand for its in- 
justice and partiality, and on the other, for its intricacy and 
oppression. The office of State Commissioner seems to be pecu- 
liarly obnoxious to some ; and, more recently, has the office of 
town or city Superintendent elicited its full share of animadversion. 
Thus the very principle of supervision^ whether required, or 
merely permitted, by the law of our school system, is assailed. 

That more widely extended supervision devolved upon the Com- 
missioner, I gladly leave to the care of such men as Canfield, 
Bees, Bice and Lewis; while I pursue the humbler inquiry. 



166 THE OHIO EDUCATIONAL MONTHLY. 

whether the office of Superintendent of Graded Schools is justly 
chargeable with being, as some declare, " a vseless ineumbrancef^ 
or as others, "a real impediment in the way of true progres%f^ 
or as still others, " a source of useless expenditure.^^ 

The railroad, the telegraph line, the cotton factory, and almost 
every other institution combining capital, and requiring the labor 
of many individuals acting in diiFerent capacities, must have its 
superintendent. Does it follow, that, where ten, twenty, forty or 
more teachers are engaged conducting as many different graded 
and classified schools they also need a superintendent ? 

It will not be denied that the railroad interest may be managed, 
after a fashion^ without any such officer. Give the engineer his 
locomotive— his fireman, water and fuel, and what more does he 
need ? Qive the conductor his cars, and his brakemen, and what 
more does he need ? Now let each understand his duty and his 
position ; and let both be inspired witii a proper desire, each in 
his own sphere, to serve the public, and will they not succeed? 
will not the train move just as easily and swiftly without farther 
supervision as with ? But when and where are they likely to 
meet the train coming from the opposite direction ? At what rate 
must they move to keep clear of the next that follows ? At what 
stations must they stop ? — ^where find wood and water ? At what 
hour must they reach their destination ? How is the track twenty, 
or even ten miles in advance of them ? Questions like these show 
at once the absolute necessity of some one mind competent to 
supervise and direct the whole, where only matericU interests are 
at stake. 

Is this less obvious where the educational interests of a commu- 
nity are concerned ? 

I. Let us make this inquiry, first, in relation to school-rooms, 
and the furniture and apparatus requisite for them. 

That these have an important bearing on success in study need 
not be shown. Anything calculated to distract the mind must, in 
the nature of the case, interfere with its legitimate operations, and, 
that seats and desks uncouth, uncomfortable and out of all pro- 
portion to the size of the pupils for whom they are intended (as 
they too often are), have been most effectual in this direction most 
can testify. Who shall prevent the introduction of such nuisan- 
ces ? Who shall remedy such deficiencies already existing ? Who 



SUPBRDTTBKPBNTS AND SUPBRVISION. 167 

Bfaall ascertain what is needed ? The Board of Education ? One 
of these gentlemen is a merchant wholly occupied with buying 
and selling. Another is a lawyer^ equally absorbed in the business 
of his profession. Another is a physician, and he must hold him- 
self in readiness for his patients. Another is a mechanic, and he 
has hardly a moment to spare from the duties of his own vocation. 
Thus it is ordinarily with each member of that body, and who shall 
blame them ? Are they under greater obligations to devote time 
and talent to the proper fumishment of school rooms for the com- 
munity at large, than others ? 

But this has been effectually tried. A magnificent school build- 
ing was erected scarcely ten years ago, in one of our smaller 
inland cities. The Board of Education consisting of intelligent 
business men, were anxious to have every part of it adapted to 
the business of instruction, and so devolved the duty of providing 
for warming, vetilating and heating the rooms, upon one of their 
own number. The choice fell upon him firBt^ because he had more 
leisure than his associates, and %econdy because he was once a 
teacher. The warming apparatus, after costing thousands of dol- 
lars, and proving itself not only inefficient, but a nuisance and a 
torment, was thrown out. Two-thirds of the seats and desks were 
dispensed with for the same reason, and the remaining third, by 
£ftr the best part of it all, after being altered and repaired at con- 
siderable expense, is now only tolerable and will be borne with no 
longer than is absolutely necessary. Such blundering and waste 
could not have occurred under the immediate supervision of a 
competent superintendent. 

The time was when saw-mill slabs, supported by hoop-poles, 
were esteemed quite good enough for school-room seats : when an 
equally primitive arrangement stuck to the wall, furnished the 
only desk accommodations ! A map or a chart, or even the sim- 
plest article of school apparatus would have been an unwarrantable 
innovation and extravagance. What has been done can be done, 
and such, therefore, might be our condition now if we could not 
help it. But who, with almost innumerable aids of the most beau- 
tiful description in the form of school apparatus, at hand, would 
think of returning to our old fashioned ways ? Yet who shall 
judge of the necessities of the case? Who shall determine what 
is wanting, and what is expedient, all things considered ? One 



168 THE OHIO EDUCATIONAL MONTHLT. 

teacher has seen or heard of this and the other contrivance to aid 
him in his Tfork. One would like this system of charts and an- 
other that. One prefers the Pelton, another the Mitchell, and still 
another the Cornell outline maps : and some regard the possession 
of them all as not only desirable, but almost indispensible. To 
whom may the Board Education look for light to guide them amid 
these vexing and contending claims? Why yield to the tastes and 
preferences of this teacher rather than of that? Having their 
own affairs to manage, they cannot be expected to devote the time 
necessary to investigate and decide on the real merits of these 
matlers. And if they could, these are not questions, for the right 
determination of which, their several callings furnish any special 
qualifications. Hence the necessity, in this regard also, for a com- 
petent superintendent. 

II. But it is time to inquire, secondly^ as to the relations of 
this officer to the grading and classification of pupils. 

In other days the only grading considered needful consisted in 
filling up the school rooms with the boys and girls, to their utmost 
capacity, and no matter how miscellaneously. If one room could 
seat sixty, seventy, or a hundred, it was filled accordingly, with 
little or no regard to the attainment or ages of the scholars. An- 
other of the same or different capacity was then filled on the same 
principle ; and so on, until all the rooms necessary for 500, 1000 
or more pupils, were crowded full. 

But a better way has been discovered. It has been found best, 
in every regard, so to grade the pupils that those of the same 
attainments may be enrolled in the same department. Conse- 
quently in the first grade of the primary department will be found 
all beginners, there to continue until they can read and spell such 
easy lessons as are found in almost any of the ^^ first readers " in 
common use. Other attainments in knowledge are, of course, 
expected to correspond. In the next, or senior grade of this de- 
partment, will be found all those far enough advanced to enter 
upon and complete the course of study prescribed for it. If the 
several grades are wisely arranged, the studies and exercises of 
one will be a natural introduction to those of the next ; and in 
this manner the pupils will be advanced from one to the other up 
to the High School Department, where the course of study is 
completed. On this principle, it is obvious, that, to profit by the 



SUPEEINTENDENTS AND SUPERVISION. 169 

stadiea of any grade above the first, the studies of those below it 
must be mastered. But how shall this be ascertained, with respect 
to the applicants who wish to enter ? A hundred or more such 
present themselves on the first day of the school year. Where 
shall they be enrolled ? And thirty, forty or more who wish for 
admission on the first regular admission day thereafter, how shall 
they be disposed of? And then the stragglers, who on account of 
sickness, or other insuperable obstacles, could not make application 
before : to what places shall they be assigned ? Evidently to such 
as their actual attainments qualify them for. But how shall this 
be ascertained ? Shall they go to such schools as they think best, 
or to those to which their tastes and inclinations might direct them ? 
Of course not, if the principle of classification is to be maintained : 
if the true welfare of the applicant is to be considered. Take a 
representative fact in illustration. A lad of fourteen makes ap- 
plication for membership in one of your schools. His appearance 
and apparent intelligence indicate the grammar school as the place 
for him. But you have learned that these are frequently deceptive, 
and you inquire what reading book he has. It proves to be the 
Fifth Reader, the very book used in that department. You ask 
him to read a paragraph selected at random. This is sufficient to 
beget some doubt in respect to his qualifications for the grammar 
school. But you make all due allowances for embarrassment and 
thus charitably account for his stumbling, hesitation and mispro- 
nunciation. Your next inquiry has chief reference to orthography, 
and you direct him to take that crayon and write on the black- 
board this sentence, viz : " He who writes on the rights of man, 
or attempts to portray the rites and ceremonies of religion, prac- 
ticed by separate nations, has no common task to accomplish.'^ 
After many erasures and amendments he is through, and it stands 
thus — " he who rites on the wrights of man or attemps to pourtra 
the rites and ceremones of religon practized by seperate nashons 
has no comon task to akomplish." Now you are more in doubt 
than ever. But you remember our " barbarous orthography ;" 
and, as to his chirography you farther remember, that of some of 
our greatest men has resembled turkey-tracks more than penman- 
ship, and hence you still hope for better things. You next inquire 
as to his knowledge of arithmetic, and ask, how far he has ad- 
vanced therein. " I hardly know, sir," he replies, " but I have 



170 THE OHIO EDUCATIONAL MONTHLY. 

been several times almost through this book " — ^handing you at the 
same time Ray's Third Part. " Candidates who enter our Gram- 
mar School," you observe, " are expected to be familiar with com- 
mon arithmetic as far as through common or vulgar fractions. 
You know all about them ?" " Yes, sir." You then direct him 
to construct, first a compound and second a complex fraction out 
of the simple fractions }, f , J and \f , and then find the quotient of 
the former by the latter. After a long time he presents the re- 
sult thus: Compound fractions — i+f+J+V; complex fractions — 
jXfXJXy, and confidently observes, " that the division asked is 
impossihUj because the latter is greater than the former." Of 
course, nothing farther is needed to satisfy you that the Secondary 
School is the very highest which he is qualified to enter, and he is 
assigned accordingly. 

Now this process, or a similar one, is just as necessary in the 
case of every new applicant as in this ; for suppose, taking his 
appearance, age, and declarations as sufficiently indicative of his 
real standing, you had placed him in the Grammar School, what 
could have been more injurious to him as a pupil ? Not under- 
standing the principles and previous steps necessary to enter upon 
the studies here pursued, how certain is he to flounder on for a few 
days, or weeks at farthest, — ^become discouraged, and fall out en- 
tirely ! And yet such cases must be of continual occurrence, or 
the very principle of classification must be abandoned, where the 
superintendent is not present by faithful examination to prevent. 

Even the testimony of reputable teachers cannot always be 
taken. A young lady of 18 or 19 years of age, from a distant 
city, presented herself for admission to the High School. Her 
age, intelligence, self-possession and lady-like manners, were alto- 
gether in her favor, and when she handed to the superintendent a 
beautifully printed certificate duly filled up, and bearing the sign- 
manual of a distinguished teacher, occupying a high place in the 
public schools of that city, testifying that she had passed through 
the Grammar Schoolunder his care, and, having entered upon the 
studies of the High School, had pursued them for a little time, en- 
tirely to the satisfaction of her instructors and with great credit 
to herself, he ventured to wave an examination, and her name was 
immediately enrolled in accordance with her desires. In one 
month thereafter it became evident, that without much greater 



ARITHMBTIO. 171 

exertion on her part she must soon fall below the requisite stand- 
ard of scholarship. She was so informed, and struggled on 
through another month, but with no better results. Already it 
had become obvious to the superintendent, that a faithful examina- 
tion, in accordance with his usual custom, would have saved her 
friends the mortification always attendant on removal from the 
High School to the grade below. 

Is anything farther needful to show the importance of constant 
and faithful supervision in the management of our graded shcools? 

But there is another branch of this duty which cannot be over- 
looked without the greatest detriment, viz : The examination of 
the classes to be transferred from one grade to another as they 
become prepared. The teacher of any school understands the 
course of study prescribed therein, and he knows when the pupils 
have completed that course. But it has been ascertained by ac- 
tual experiment, that not a few pass through these studies without 
mastering them. Such are unprepared to go forward. To pro- 
mote them will be the surest way to injure, if not ruin them. 
They ought, therefore, to be kept back ; and will be, where a vig- 
orous and efficient system is maintained. How shall such be 
found ? Only by a patient and rigid examination of all such can- 
didates. Thus those who are found to have made the requisite 
progress will receive the certificates to which they are entitled and 
be promoted accordingly, while those who prove to be deficient 
will remain until qualified to pass in like manner ; and I need 
hardly add, that this examination is a labor which neither the 
teachers nor the Board of Education can be expected to perform. 

[concluded next month.] 



V ARITHMETIC. 

BY G. W. HOUGH. 

The science of Arithmetic being so intimately connected with 
our every day pursuits, must of necessity have been of very an- 
cient origin. Though in its first crude state it existed only in the 
merest elements, without classification or system, yet it was none 
the less Arithmetic. To go back and endeavor to determine the 



172 THE OHIO EDUCATIONAL MONTHLY. 

exact time of its invention, would be a fruitless task and one of 
but little practical worth at the present day. 

We know the ancient Greeks and Egyptians had considerable 
knowledge of numbers, more than two thousand years before our 
era ; yet before the beginning of the fifteenth century it was in a 
crude state, and could hardly be called a science. Fractions had 
not been used, and the whole subject was confined to the simplest 
application of the fundamental rules. 

It is a well known fact, that some tribes of American Indians 
are almost totally ignorant of the value of numbers. Some can 
count as far as thresj others to ten^ and yet others as high as 
twenty. 

It is an interesting study to examine the old authors on this 
subject ; particularly those of the fifteenth century. Many of 
their ideas are as strange as the manner of presenting the subject 
is curious. We will here give the titles of a few works that have 
fallen under our notice. 

Baker : The well springe of sciences^ which teacheth the per- 
fect worke and prac^ of Arith. 1574. 

In this singular work the author maintains that fractions can* 
only be compared with fractions, and not with whole numbers. 

Stifel Hechenbuch. 1546. In this work the author does not 
use fractions, but merely speaks of them as having been used by 
others. 

Vinall Arithmetick. 1792. He says : " Arithmetic is divided 
into three classes. The first is called Vulgar Arith' ; the second, 
broken numbers or fractions ; the third decimal Arith', an artificial 
method of managing fractions." 

The Scholar's Assistant: Dilworth. 1796. It has a poetical 
address by some friend complimenting the author on his skill in 
numbers. 

There are quite a number of these earlier works which are pe- 
culiarly interesting, but we will not notice any others at present. 

During the last twenty years a good deal of attention has been 
given to the manner of presenting this subject in our text books. 
Some have succeeded admirably, and have given us just the book 
for the school-room, while other have made a retrogression if any- 
thing ; we would sooner place DaboU or Pike before a school than 
one-half of all the Arithmetics manufactured during the last ten 



ARITHMETIC. 173 

or fifteen years. The market has been literally flooded with text- 
books on practical and intellectual Arithmetic; so that at the 
present day it has become a business of speculation. Some of 
these works are by the pens of distinguished mathematicians, who 
have compiled them to fill out a complete series of works, and not 
because they have any new methods to present or real improve- 
ments to offer. Others are compiled by teachers who think they 
have something new, but who really do not know enough about the 
science of mathematics to be able to explain the elementary prin- 
ciples. 

An author who would clearly present any subject, must not only 
be fully posted with regard to the subject under consideration, but 
must be well versed in all kindred topics with which it is connected. 
To make a good Arithmetic requires as intimate a knowledge of 
analysis as it does to make a Calculus. 

Leaving all other matters pertaining to this subject, we come to 
discuss it as a practical science. All know that numerous objec- 
tions can be raised against our class books, — ^but with the present 
system of instruction there is not much more to be desired, since 
it devolves on the teacher to supply all extraneous matter that 
may be useful in explaining the subject. 

A few years since, one of our foremost educators advanced the 
idea that geometrical forms should be presented to the young 
mind before Arithmetic. It is admitted by many educators that 
Geometry should precede Algebra; but few have conceded its 
priority to Arithmetic. That this theory is extremely plausible is 
evident, and that it is more nearly in accordance with the laws of 
mind is equally certain. The very fact of Geometry having been 
cultivated long before Arithmetic was understood, is a strong pre- 
sumptive argument in its favor. We know it is much easier to 
comprehend forms, and outlines of bodies, than to get an idea of 
their real magnitude : easier to comprehend that the sun is round 
than that it is eight hundred and eighty thousand miles in diame- 
ter : easier for the child to know the shape of a circle, than that 
two and two make four. 

The young child can readily comprehend the difference between 
a square, a circle, or a triangle, so as to be able to know them 
when seen ; but it requires imagination to realize the value of ten, 
one hundred, or one thousand. In the former case they have the 



174 THB OHIO EDUCATIOKAL MONTHLY. 

form before the eye— in the latter they have no such help, it exists 
only in the mind. 

Now if we could combine some of the general principles of Ge- 
ometry with the first lessons of Arithmetic, much real benefit 
would be gained. Of course the subject must be presented in a 
simple, childlike manner ; for example, we might tell them about 
a circle, show them the figure of one, and tell some of its general 
properties. Tell them something about a square, a triangle, a 
sphere, all of which might be illustrated by objects in nature, — a 
cylinder, which might be explained with the stove-pipe. And in 
the higher Geomtry we could tell them of a cycloid formed by a 
wheel rolling — ^tell them the top of a wagon wheel moves faster 
than the bottom, and that a body would roll down that curve 
quicker than in a straight line : tell them that chickens when they 
fly over the fence move in a cycloidal curve — ^that they get over 
easier by so doing. We might tell them of a catenary, (a chain 
suspended at its extremities), and that suspension bridges take the 
form of that curve. In short, by judicious training the young 
child, by the time it was ten years old, would have a very respect- 
able knowledge of the principles of Geometry. Then in after life 
when the mind becailie sufficiently developed, Geometry and Math- 
ematics generally would become easy, and the "Porw asinorium" 
of the Frenchman would lose all its terrors, and we should have 
better students and more vigorous thinkers in the Mathematics. 

Teachers often ask. How shall we teach Arithmetic? This 
question is susceptible of so many different answers, that it would, 
perhaps, be in vain to attempt to give any one method that would 
be applicable to all. After children have learned the tables and 
began practicing the fundamental rules, they should at once be 
impressed with the importance of thinking for themselves, and of 
knowing when their work is correctly performed. So soon as you 
can get a child to feel that he knows when his calculation is prop- 
erly and correctly performed, you have accomplished three-fourths 
of the labor. So soon as a boy can feel assured, or have strong 
presumptive evidence that his answer in addition or multiplication 
is correct, he is then ready to go on and study Arithmetic with 
some satisfaction, both to himself and teacher. 

But, perhaps some may ask, How can this be accomplished ? 
JIow can children of eight or nine years be taught to know this ? 



ABITHMETIC. 175 

How can they know when a long example in multiplication or 
division is correctly performed ? We answer, by proving it ; this 
is most easily and satisfactorily accomplished by casting out the 
nines. Although this method is but little used by teachers, yet it 
is so simple and short that children of eight can easily learn to 
work with it. In proving by this method they would be no more 
liable to make a mistake than the teacher would, in pursuing the 
same process ; and although the proof may sometimes be ambigu- 
ous, yet this will rarely be the case. In verifying examples in 
multiplication or division, it is well to count the number of figures 
in the product or quotient, to be sure that no ciphers have been 
omitted. But in order to secure the greatest accuracy, they should 
be required to perform their example the second time in a separate 
place, without looking at the first result. This is the only sure 
and true way to test any arithmetical result. By pursuing this 
method pupils become very exact in their work, and rarely commit 
an error. It is the custom of the writer in making long compu- 
tations to go over every part of the work a second time, even 
though an error may not be detected in months. 

In preparing examples in addition we have found it a good way 
to write down the whole amount of each column, and then com- 
mence at the top and add again ; if the two sums agree you are 
pretty certain of being right. You can either go through the 
whole example in this way, with once adding and then review, or 
perform the addition twice in succession in each column. 

We think a great mistake is made in attempting to teach •sub- 
traction before multiplication. It is our own experience, as also 
of many others, that subtraction is a more difficult operation for 
the mind to perform than either multiplication or division. We 
know that pupils will learn multiplication with much less trouble, 
and we always make it precede subtraction. 

The rules in Arithmetic may be classified into something of a 
system by knowing on what each one is based. In this way they 
can all be made to depend directly on one of the fundamental 
rules. Numeration, Addition or Subtraction. We believe if we go 
back to the true consideration of the subject, we have only these 
three fundamental principles ; Multiplication and Division are only 
special modifications of Addition and Subtraction. 

On Addition we would base Multiplication, and on it Permuta- 



176 THE OHIO EDUCATIONAL MONTHLY. 

tion, Involution and Reduction Descending. These, believe, are 
all the rules that depend directly or simply on Addition. 

On Subtraction is based Division, and on it Ratio and Fractions 
with their subdivisions. 

Under Percentage^ we would class Interest, Discount, Profit and 
Loss, and all rules of a similar character. By following out this 
classification every rule is based directly on one of the two funda- 
mental rules. Any one with a little reflection will see the philos- 
ophy of this, and can make a skeleton chart for themselves. We 
believe a similar classification of rules can be used with profit and 
and advantage with pupils who have already acquired a general 
knowledge of Arithmetic. 



PAPERS FOR YOUNG SCHOOLMISTRESSES 

BY OLIVIA ODELOT. 

No. IV. 

THE TEACHER'S CHARACTER. 

Education — ^the topic considered last month — ^in its widest sense, 
comprehends much more than mere intellectual attainments: it 
includes all that makes us what toe are — the tempers of our hearts, 
and* the manners and habits we have, formed. But as we commonly 
speak of book knowledge as education, we will call all else that 
belongs to us, character. 

Let us then notice a few generalities which should be possessed 
by the true teacher ; of course, we can do no more than point out 
a few traits which seem the more important. 

The teacher needs to be an earnest, energetic worker. She must 
have her soul full of the great responsibility which is laid upon 
her, and must arouse herself to meet it. The most useful persons 
in every walk of life, on the farm, in the workshop, in the store, 
at the bar, in the pulpit, are not the indifferent idlers, — ^but those 
who are fully awake — ^who love their work, and are determined it 
shall succeed. Shall the teacher alone, whose calling is second to 
none save the sacred ministry, and whose labors have to do with 



PAPERS FOR TOUNG SCHOOLMISTRESSES. 177 

the highest of life's interests, give to this work the poorer half of 
the soiil's energy ? She must be able also to infuse some of her 
own spirit into the hearts of her scholars ; though this will not 
often be difficult, for such feelings are contagious. The sun, com- 
ing to us in the spring, shedding its warmth over the hitherto cold 
earth, awakens new life in the damp soil ; and quickly unnum- 
bered living plants are all around our path : just as effectually 
does an earnest zeal on the part of the teacher, call into life many 
new interests in the school-room. 

A quick discernment and a sound judgment^ should be possesed 
by one who hopes for success in teaching : a perception of the dis- 
positions and abilities of the scholars, and a readiness to know 
and practice what is best for each. Some pupils need to be stim- 
ulated to greater efforts, while others need that their over-ambition 
be checked. Some are benefited by fear and humility : others 
must be influenced by love and timely encouragements. The 
teacher's eye must be quick to see what each needs, and be able 
to furnish it. 

A cheerful, sunny temper we should always carry with us. 
True, we must have heavy cares : the responsibility of our posi- 
tion will often perplex and rest wearily on our spirits, else we are 
not true teachers. The spirit which says, *^I don't care for these 
things," — that is always light and trifling, whatever is laid upon 
it — ^is not the one for the school-room. She who presides there, 
should take deepT, solemn views of life, especially of the young 
life before her, which is being trained for the future of this present 
existence, and for the long eternity to come. Still, these solemn 
thoughts need not make us gloomy ; for we have not to bear these 
burdens alone — ^it is our privilege to " cast our care on Him who 
careth for us." Too much caution cannot be exercised in fltting 
for these duties ; but having well considered the steps to be taken, 
let us go forward cheerfully and with a glad countenance. A 
cloud on the teacher's brow soon spreads over the school-room ; 
and the scholars soon learn to dread being within its walls, instead 
of coming to it as a place they love. 

The teacher's heart should be full of love for her pupils : this 
will give her an influence over them that nothing else can. We 
have all known cases, perhaps in our own schools, where, when 
everything else failed to subdue an erring, rebellious pupil, love — 



178 THE OHIO EDUCATIONAL MONTHLY. 

an unselfish interest in his welfare, manifested by kind words and 
deeds — ^has conquered. The winter's wind and storm had not 
power to open a single leaf or flower ; but the first warm breath 
of spring caused myriads such to blossom, and shed sweet fra- 
grance all around. So long as a pupil thinks you wish him to 
study for your sake alone — that you make rules disagreeable to 
him, to gratify your private feelings, he will naturally be rebel- 
lious : but let him see how earnestly, in all you do, you are seek- 
ing his good, and his conduct will become very diflFerent. 

Patiencey not in enduring evils in the school-room, but in cor- 
recting them, is a necessary, yet oftentimes a difficult virtue to 
possess. You come to your duties some warm morning, after a 
wearisome night, with just the least forewarning of a nervous 
headache. Before you are some thirty boys and girls, who have 
never known their nerves to be troblesome ; on the contrary, their's 
are a constant source of enjoyment. Soon you begin to be wor- 
ried : it does seem that John's boots were never before so heavy — 
that George was never so idle — ^that Jennie sat never so uneasily 
— that Mary was never so dull — ^that they all never had such poor 
lessons, and it is the more provoking, that you spent some minutes 
yesterday in explaining this same subject to them : how hard it is 
to refrain from angry, impatient words, which, however, if uttered, 
only make matters worse. Surely, we often think, patience is 
having " her perfect work ": are we yet " perfect and entire "? 
Not if we suflfer anger and fretfulness ever to enter our school- 
rooms. The Apostle's description of charity, which "sufi'ereth 
long and is kind " — which " seeketh not her own," " thinketh no 
evil," " believeth all things, hopeth all things, endureth all things," 
is a beautiful epitome of the true teacher's spirit. 

Pleasant and agreeable manners, which flow naturally from a 
kind heart, are great aids to a teacher's influence. You mVL be 
much with your pupils outside of the school-room — it may be in 
their homes, — and by avoiding stiff, formal ways, by an easy 
adaptation of yourself to all circumstances, you will greatly win 
their confidence and esteem. 

Perfection is hardly to be looked for here : but the teacher, be- 
cause of her responsible position, should strive to approximate to 
it as nearly as possible. How many little eyes are upon her — ^how 
many little ears are ever listening to her words ; — how watchful 



PAPERS FOB TOUNG SCHOOLMISTRESSES. 179 

should she be to remedy the slightest fault in herself, that she may 
the better correct others. 

From our schools are to be gathered the men and women who, 
ten or twenty years hence, will be active elements in the great 
world, which now they see only at distance. 

— '^ Sagacious Foresight points to show 
A little bench of heedless bishops here, 
And there a chancellor in embrjo, 
Or bard sublime — " : 

how much are our characters to affect those they then shall bear ? 
Shall any of them look back with regret to the influence we had 
upon them ? Possibly we may be permitted to trace the course of 
their future lives — to see what our hands have done in this work ; 
shall we then have occasion to wish we could do our work over, 
that we might do it better ? True, we have them under our influ- 
ence but a short time, and we may not be wholly responsible. 
Still, cannot we remember moments — ^yes, moments in our lives, 
when new impulses were formed in us, but for which our lives 
would have been very different ? Who shall tell us which these 
turning points are — whether or no they come under our conti'ol ! 
Let us be very careful, lest a period come, in the life of the soul 
before us, from which its impetus for all time — ^for all eternity — 
is given : which shaH it b( 



" To long darkness and the frozen tide," 
Or "to the Pacific sea ? " 

Involuntarily the question escapes, " Who is sufficient for these 
things ?" — who is able to take under his charge this conglomerate 
of living material, and fashion therefrom only " vessels of honor "? 
Surely none but a Divine hand is equal to a work like this : hap- 
py are you, if for your consolation you can say, " I can do all 
things through Christ who strengtheneth we." 



A fool may be known by six things, anger without cause, speech 
without profit, change without motive, inquiry without object, put- 
ting trust in a stranger, and not knowing his friends from his foes. 



180 THE OHIO EDUCATIONAL MONTHLY. 

EASY TIMES. 

BY HARVEST HOME. 

" But don't teachers have easy times ? nothing to do, but hear a few lessons 
for six hours a day, and only for five days in the week." — Gossip. 

" Nothing to do " ! no, nothing at all ! '^ only hear a few classes 
six hours in the day :" and while said classes are reciting, have 
your eyes and ears open to every movement of three-score pupils: 
tongue-hammer ideas into urchins' heads, where there are no brains 
to receive them : give moral and object lessons, as the circum- 
stances of the case may demand : send Susan home, to comb her 
hair and get a pair of shoe-string, and William to the pump to 
wash his face and hands ; settle John and Harry's fight, that oc- 
curred last recess ; write a note to Jane's mother, informing her 
that she must be supplied with an Arithmetic ; fill out half a dozen 
or more blanks, to be sent after absent or tardy pupils ; detain at 
night fractions of three or four classes, for misdemeanors or de- 
ficient lessons, and take, with due patience, your reward the next 
day, in tongue or pen lashings, as the aggrieved pa's and ma's 
may feel disposed to give. Prepare original examples for your 
Arithmetic and Algebra classes, and review questions for your 
History and Geography. Exercise in Vocal Gymnastics just to 
fill up the spare time, with an occasional drill in Manual Exercises, 
when there's nothing else to do. Correct twenty or thirty Com- 
positions each week, and, for variety, mention for the five hundredth 
tin\e that the pronoun of the first per. nom. sing, should be writ- 
ten with a capital, and the article a the reverse : that oranges do 
not grow in Maine, or hickory-nuts in Florida. 

Have your school in apple-pie order when the Superintendent 
• calls with strangers : which he will be sure to do when the stove- 
pipe has tumbled down, or the furnace declined giving forth I^at, 
and your pupils are bundled in shawls and other wrap-ups. 

Attend Teachers' meetings, and prepare to take Normal Classes 
through a thorough drill, when every individual in them is more 
capable than yourself. Visit the parents of every child in your 
school, and make yourself thoroughly acquainted with their home 
influences. 

If any one can get through with all these, and numberless other 



WHO IS SUFFICIENT. 181 

duties that arise from day to day, without taking the greater part 
of their waking hours, please send their programme to the Monthly 
and we will try it. 



"WHO IS SUFFICIENT." 

BT MABEL LOTD. 

Six and thirty little mortals 

Coming to be taught; 
And mine that most " delightfnl task/* 

" To rear the tender thought" 
Merry, mischief-loving children, 

Thoughtless, glad and gay : 
Loving lessons ^^just a little" 

Dearly loving play. 

Six and thirty souls immortal 

Coming to be fed — 
Needing ^^ food convenient for them/' 

As their daily bread. 
Bright and happy little children, 

Innocent and free ; 
Coming here their life-long lessons 

Now to l^rn of me. 

Listen to the toilsome routine, 

List, and answer then — 
" For these things who is sufficient," 

'Mong the sons of men? 
Now they, at the well-known summons, 

Cease their busy hum ; 
And, some with pleasure, some reluctant, 

To the school-room coma 

Comes a cunning little urchin. 

With defiant eye, 
" Making music " with his marbles 

As he passes by. 
But alas ! the pretty toys are 

Taken from him soon ; 
And the music-loving Willie 

Sirikei another tune 



182 THE OHIO EDUCATIONAL MONTHLY. 

Comes a lisping little beauty, 

Scarce five summers old ; 
Pleading with resistless logic, 

" Please, Misth, Tm siJu) cold." 
Little one, the world is chillj. 

All too cold for thee — 
From its storms, our Father shield thee, 

And thy refuge be. 



While I turn to caution Johnny 

Not to make such noise, 
Mary parses, "Earth's an adverb, 

In the passive voice." 
Wfll, indeed, it must be passive. 

Else it is not clear, 
How such open language-murder 

Goes unpunished here. 

Second Reader class reciting — 

" Lesson verse or prose T 
None in all the class is certain : 

Each one thinks he knows. 
" Well," is queried then, " the difference 

" Who can now define 7* 
Answers Rob—" In verse they never 

Finish out the line." 



'Tis an idea suggestive. 

And as time rolls on, 
Hears my heart a solemn query — 

Is my day's work done ? 
Though the promised hours Tve given 

To this work of mine, 
Have I, in the sight of Heaven, 

Finished out the line f 



Oh, it is "too fine a knowledge' 

For our mortal sight : 
All these restless, little children, 

How to lead aright; — 
He who prayeth while he worketh — 

He who loveth all — 
He alone may walk before them 

Worthily and welL 




at|ematical Jtpartment. 



SOLUTIONS. 

No. 2. Solution by M. 0. S.— The area of the middle part is 100-110 of the 
northern part, and the area of the southern part is 100-121 of the northern part. 
Hence the areas of the three parts may be readily found. Let N, M, and S, 
represent these areas. By the rule for a trapezoid we easily find that the north 
line is 75 rods and the south line is 125 rods. Put n for the width of N, m for 
the width of M, and s for the width of S. Since the trapezoids are similar we 
have 100 : N : : 1602 : n2 and 100 i N+M : : 1602 : (n+m)2. Subtracting the 
sum of n and m from 160 we shall get s* 

[James Goldrick gives the following results, viz: n=87.94-f-, m=39.5-|-, and 
8=32.56—. His values for N, M, and S are 36 184-331, 33 77-331, and 30 70-331 
acres. A. P. Morgan gives n=68, m 51, and s 41. These results differ rather 
too much. — Ed.] 

No. 4. Solution by Z. P. — In the first case the average price of an apple was 
5-12 of a cent, but in the last case only 2-5 of a cent; and hence the difference 
of 1 cent in the cost of 60 apples. 

[For a solution of a similar example we refer the reader to Parke's Philoso- 
phy of Arithmetic. This question was also answered by J. D. Deahope, Miss M. 
A. Royce, and Thomas Healea. — Ed.] 

No. 5. Solution by Miss M. A. Royce. — If the fdot is the measuring unit for 
the height and the year for the age, the father s age is — 6 years ; if the inch, 
his age is 93 years ; if the barleycorn, 309 years. 

[Deahope says the question '4s absurd, because the father s age would be 6 

years less than nothing."] 

225 

No. 6. Solution by R. T. Hale.— From Eq.(l) we get x^ = 

(l+y2)2(i4-y)2 

85 

and from (2)x2 = , Equating these values, clearing of fractions, 

(1 -f y*) (1 -f y2) 
collecting, dividing by y^, and arranging, we get 

14(y'+J,)-n(y + |)=17 

Adding 28 to both members we get 

14(y + ^)2_17(y + l)=45 

1 17 ±53 5 9 

whence y -{ — = = - or 

y 28 2 7 

-.9=b-i!l__ — 115 

whence y = 2, }, or 

14 
X can be easily found by substitution. 



184 THE OHIO EDUCATIONAL MONTHLY. 

Acknowledgements. — Goldrick has sent a solution of No. 3; Moigan, of No. 
1 and No. 3; and Geo. W. Hiland, a demonstration of the Binomial Theorem. 
We give the name Hiland^ because we can make nothing else of the signature. 
Will our correspondents please write legibly ? 



PROBLEMS FOR SOLUTION. 

No. 7. By Retta S. Bailey.— Given fl;2 + y = 11 and y2 + x = 7; to find 
the values of x and y. 

No. 8. By C. W. Green. — Two boys bought a melon for 8 cents, one paid 5 
and the other three cents : but before they had eaten it, a comrade gave them 8 
cents to share equally with them. How in equity should they have divided the 
money ? 

No. 9. By the Editor. — Find the mean value of the radium-vectors of an 
eclipse, the focus being the origia 



We have received from J. G. T. the following rule for finding the hypothenusc 
of a right-angled triangle : 

'^ To half the sum of the base and perpendicular add once and a half times 
their difterence." 

He might have abridged this rule to a simpler one for it amounts to this : Sub- 
tract the shorter of the two sides from twice the longer. 

J. G. T. says that he does not know " whether it is a novelty or a nol" We 
answer that it is a novelty; and like other novelties it is a '' humbug" The base 
of a rightrangled is 14 and perpendicular 5, what is the hypothenuse ? This 
7iew rule gives 17, but the time-honored rule of Pythagoras gives 10. We re- 
mark that the rule is true only for the case when the sides have the ratio of 3 to 4. 



Errata. — In our article in May number, the following typographical mistakes 
should be corrected: Last line of the second paragraph, insert in the first word 
a before the g^ and Septodecillions after the last word on p. 151. Insert n be- 
fore^ in the last three words of the first line on p. 152. Insert a comma after 
" names," line 7, p. 152. In names of periods, change { to o in name before 
(27), « to n in (1500), i to r in (14,000), o to a in (24,000), m to « in (200,000); 
msert n before g in (400,000), and change ^* milli-millions " to ** milli-millillions. 
Also 618 to 607. 



Communications for this department should be addressed to W. D. Henkle, 
Lebanon, Ohio. 



Is not the mind of childhood the tenderest, holiest thing this side Heaven ? 
Is it not to be approached with gentleness, with love — ^yes, with a heart-worship 
of the great God, from whom, in almost angel-innocence, it has proceeded? A 
creature undefiled by the taint of the world — unvexed by its injustice — unwearied 
by its hollow pleasures.* A being fresh from the source of light, with something 
of its universal luster in it If childKood be this, how holy the duty, to see that, 
in its onward growth, it shall be no other ! — to stand as a watcher at the temple, 
lest any unclean thing should enter it — Douglass Jerrold. 



llBlDitarial §tpartment. 



The Newark Meeting is advertised in our present nun^ber. The importance 
of a full and influential meeting can not be too highly estimated. Let there be 
a gathering of " our sort of people " thtt shall make itself felt throughout " the 
great State of Ohio." 

How about half fare on the railroads, Br. White ? All political conventions, 
agricultural shows, and the like, have this favor granted them. But not one of 
them has so high claims to this consideration as our State Teachers' Association. 
No man and no association of men has any real claim upon the roads to this 
favor; and were it denied to all alike, there would be no just ground of com- 
plaint But if the Teachers are dUcriminated against^ we would like to 
know the reason why. 



OcR SUBSCRIPTION LIST is quitc as good as could be expected, when the little 
effort that has been made to extend it, Js considered. We commenced without a 
subscriber, and now at the end of five months, we find that the " concern " pays 
expenses, and promises a reasonable dividend in the way of profits at the close 
of the year. Still, there are localities from which we expected more than we 
have realized. The following figures will show that some towns are doing well 
for the Monthly, and some are not distressing us with a sense of favors received. 
Cincinnati gives us 175 subscribers, Cleveland 52, Columbus 46, Dayton 40, 
Zanesville 37, Toledo 20, Hamilton 16, Delaware 15, Portsmouth 7, Springfield 
3, Sandusky 1, Marietta 1, Chillicothe 1, Mansfield 1, Tiffin 0. These are de- 
signed to show the extremes of the case. There are many country villages 
which furnish us from ten to fifleen subscribers each. 

. We have been much encouraged by our friends in other State& For example, 
Pittsburgh gives us 60 subscribers, Covington, Ky., 18, Newport, Ky., 14, Detroit, 
Mich,ll,WheeUng, Va., 10. 

If any of our subscribers desire another educational paper, we commend to 
them " The Educator" of Pittsburgh, edited by Rev. Samuel Findlay. It is 
an excellent journal, and for many reasons has claims on the Teachers of Ohia 
^* Clark's School Visitor," also of Pittsburgh, is a gem of a paper for youth. 



Telling Tales out op School. — Mr. Dwight C. Kilbourn, said to be a 
Teacher in Ohio, writes to the Connecticut School Journal an account of school 
matters here, which are not particularly flattering. ' He thinks the Teachers of 
Ohio, especially those of Hamilton county, " which includes the Queen City with 
its three hundred Teachers," are sadly deficient in respect to interest in their 
dutiea But before we take any great amount of " confusion of face " to our- 
selves, it will be well to remember that Mr. Kilbonm may not know much of the 
matters whereof he affirms. As a sample of the reliability of his statements, it 
may be mentioned that he locates Mr. Sandusky Cowdeiy at Cleveland. 




ont|Ig Itetos. 



A Tornado is a School House is a decidedly inconvenient arrangement; 
as you may learn on inquiry at the Fourteenth District School House in Cincin- 
nati. The facts, as we learn them firom the Commercial^ are as follows : A 
tornado swept up the Ohio Valley durin^f the afternoon of May 21st It made a 
passing call at Cincinnati, paying its compliments to the Commercial Building, 
churches and other high edifices, sacred and profane. Without undue ceremony 
it made a flying visit to the School House already mentioned. In contempt of 
doors and stairways, it tore off the roof and entered at the top of the building. 
^ It cut its maddest pranks in the Primary School taught by Miss Rachel Medkirk. 
Bricks flew about the room, many of the children were severely wounded, and all 
were in a state of indescribable terror. One girl had both her legs broken by a 
falling cap-stone. Others were firightfuUy bruised and mangled. The Teacher, 
who, amid the trying circumstances in which she was placed, acted the part of a 
heroine, was so severely injured that she will not be able to resume her school 
for a month. 

After a full and graphic description of the scenes to which we have barely 

alluded, the Commercial says : 

" The above scenes happened in far briefer space than it requires to describe 
them ; and before the storm had settled, the facts, magnified a thousand fold, 
reached -the ears of hundreds of parents, who sped fi*antically to the school house, 
expecting to find their offspring buried in a heap of ruins. The wild frenzy of 
mothers was described to us by Mr. Sands as something fearful Some would 
snatch up anybody's children, scan their features as if they would devour the little 
ones, drop them if they did not recognize their own, and rush through the mass 
of yearning hearts, crying " my child, my child," or calling it fondly by name. 
Throngs of them thrust memselves up the school house stairs, and would not 
hear remonstrances or assurances. One poor woman, a Mrs. Brown, dashed 
through the crowd, shouting crazily for her " Mikey." Mr. Sands assured her he 
was safe. A little urchin, hard by, interposed. ^' No he aint, he's killed ; I saw him 
dead" The poor woman gasped and seemed turned to stone. When she found 
her boy alive but wounded, she almost fell in a swoon. Other and similar inci- 
dents were narrated by eve-witnesses ; but the reader can easily imagine the 
terrible agony of a parent s heart in such a trial The reader will agree with us 
that it is wonderful that scores of children were not killed There were 700 
children in the building and 15 teachers." 

Bad as this calamity was, it is indeed wonderful that it was no worse. 



Meteoric Stokes. — A few weeks ago we were in one of the inland villages 
of Jefferson County. Many were the inquiries which we received concerning 
'' earthquakes in divers places," of which they had heard floating rumors. Some 
of them were positive they had been shaken up to an unusual extent, on the 
previous Tuesday. Their houses had trembled, their crockery had rattled in their 



MONTHLY NEWS. 187 

cupboards, and sundry other signs and wonders had transpired. These strange 
things we made no attempt to explain ; but assured our inquiring fiiends that it 
was our opinion that it would all come out right 

Before reaching home we heard that the good people of Guernsey and Mus- 
kingum Counties had been treated to a shower of meteoric stones, attended with 
explosions which shook the earth for many miles around ; and we sagely con- 
cluded that we had found a solution of the mystery which perplexed our Jeffer- 
son County friends. 

A gentleman writes that 

"Some men who were at work in a field, heard a buzzing sound as of a body 
passing rapidly through the air, and hence giving their attention in the direction 
from whence the sound proceeded, they discoyered a body descend and strike 
the earth about one hundred yards distant, and upon making search found a hole 
in the ground, from which, after some labor, they extracted a stone weighing fifiy- 
one pounds. The stone was of a quadrangular shape, and resembling m ap- 
pearance a river stone — the surface being somewhat blackened, as though washed 
by the waves and then bleached by the sun. The surface, though generally 
smooth, was irregular in some places, such as small crevices which might contain 
a pebble. Upon being broken, the stone was found to be of a grayish cast and 
somewhat gravelly ; being interspersed with particles of metal, and by being 
brought in contact with some solid substance it would ring like bell-metal. After 
satisrjring their curiosity with this, immediate search was instituted for more, 
and being guided by the sound, they had not proceeded more than 250 yards 
before they discovered another, which was buried 20 inches in the ground, hav- 
ing been obstructed by striking a rail fence, breaking" one or two rails. This 
stone was exactly similar to the first It is evident from the glazed surface that 
they have not been severed from any other body. 

The two stones above described both alighted upon the farm of Jonas Am- 
spoker, who lives three miles east of Concord Another was found to have fallen 
upon the farm of Mr. Law, one mile east of town. This is exactly similar, in 
every particular, to the others. A number of others weighed from 2 to 40 
pounds, and were found within a range of 5 or 6 milea" 

Another writes: 

" We have been visited by a very strange phenomena passing over our village 
on last Tuesday, May 1st, which occurred about one o'clock p. m., and appeared 
to be some five miles west, and sounded like the rumbling of thunder — then 
there immediately appeared like the sound of cannon at intervals of two or three 
seconds, with a musical or murmuring sound which lasted about fifteen minutes. 
During this time the people became very much alarmed. During the explosions, 
one stone was distinctly seen by my wife and many others, to fall in a lot ad- 
joining mine, which was picked up, and was warmer than blood heat, and 
weighed 2} pounds. Since, many (say 15 or 20) stones have been found of 
exactly the same texture and black surface. Some stones have been found in 
the vicinity of Concord weighing fifty-six pounds — some forty, and several around 
here from fifteen to twenty pounda' 

A few days since, Mr. McCurdy, of Guernsey county, visited this city, bringing 
with him one of the stones which fell in his neighborhood. It weighs about five 
pounds, and in its shape and appearance answers precisely to the description 
given above. Mr. M. informs us that one stone has been found weighing 120 
pounds. We have seen one in the cabinet of Yale College which weighs over 
500 pounds. 

Where those strange stones came from, and what right they had to invade 
the sovereign State of Ohio, we can not undertake to explain. One thing we 



188 THE OHIO EDUCATIONAL MONTHLY. 

may venture to intimate in closing, — to get up an original tornado and a shower 
of rocks, both in one month, is doing pretty well for so new a State as Ohia 



" Some on Moses." — In the recent literary contest between the Excelsior and 
Philosophian Societies of Wittenberg College, Springfield, Mr. S. Hixon, of Os- 
bom, was the orator on behalf of the Philosophians. His subject was ^* Moses," 
and we have heard his oration spoken of in flattering terms. The Springfield 
Daily News is thus facetiously complimentary : " To say that he was ** some on 
Moses " would not do him justice. He was a great deal on Moses. He laid it 
on with a trowel, L e. he plastered him. In the mirror which Mr. Hixon held 
up, the meek old Moses of Mount Sinai would not know himself Still Mr. 
Hixon did a good thing. He spoke plainly, with spirit, and not without grace 
of motion. The same perseverance and the same course of training einjuojed 
by Demosthenes, might make a modern Demosthenes of Mr. Hixon. We ad- 
vise him to take courage and ' try on.' Yes, * try on * the courage, and * try 
on ' the perseverance and the training." 



" What is Mason and Dixon's line ?" asked the Licking Examiners of a can- 
didate. He replied, " The line by which they build brick housen and chim- 
bleys." 

McCoNNELLSviLLE. — The exhibition given by the scholars of the High School 
on last Friday evening was attended by an immense throng of spectators, and 
was considered superior to any thing oi the kind which has occurred for a long 
tima Without entering into details, we may say that the performances, as a 
whole, gave great satisiaction to the audienca The declamations were pro- 
nounced well — some of them unusually well ; the dialogues were presented in a 
successful manner ; and the essays read by the young ladies wno graduated, 
were well written and distinctly and graceftdly read. 

The remarks of Mr. Stevenson to the graduating class of young ladies and 
gentlemen, were happily conceived and abounded in sound advice to those 
ad Jressed. — Herald. 



Boll of Hokob. — We have seen a beautiful Card prepared and tastefiillj 
printed in colors, to be presented to those scholars of the Lagrange Street Sec- 
ondary School, who, during the Winter Term, were neither absent nor tardy. 
On this "Roll of Honor" are the names of 32 boys and 13 girls. This record is 
one which will doubtless be treasured by the recipients and their families, and 
will prove an incentive to others to earn the same reward. We understand this 
device has worked admirably thus far, in reclaiming "truants" and increasing 
punctuality in attendance. — Toledo Blade. 



Election of School Director. — The election of a member of the Board 
of Education for the Xenia District, on last Monday, resulted in the choice of 
Austin McDowell, upon whom all parties centered their votes — he having re- 
ceived 103 out of 108 votes cast Mr. McjDowell is a fast and firm friend of 
our present system of graded schools, including all its branches from top to bot- 
tom. In this he but reflects the opinions of afl the citizens of the district, with 
rare exceptions. — Torchlight 

AcADEMiEa — The Seneca County Academy, at Republic, is in a highly flour- 
ishing condition, as might be expected from the reputation of the Principal, Mr. 



MONTHLY NEWS. 189 

A. Schuyler. For the past year the number of students in attendance has 
averaged one hundred and twenty. 

The Savannah Academy, located at Savannah, Ashland county, is a rising 
institution, and promises to become one of the best in the country. Elial Rice, 
A. M., is Principal, and Miss Mary M. Foster Preceptress. Says the Circular of 
the Board of Trustees : 

" The course pursued by the Principal since he has been connected with the* 
Institution, has been such that the Board have implicit confidence in him as a 
Christian, an Instructor, and a thorough disciplinarian, whose entire energies 
are consecrated to the interests of the Institution. 

'^ The Preceptress is a graduate of Mount Holyoke Seminary, Masa. and for 
several years has been teaching in the Western Female Seminary, Oxford, Ohio. 
She is a thorough scholar, an experienced teacher, and an accomplished lady." 



Teachers* Institutes Held. — The Cuyahogas kindled their council fires at 
Bedford, on the — ultimo. They brightened the chain of friendship, and put 
their tomahawks in good order for meeting the foes of educatioa Mr, Ingersoll 
acted as high chief They are determined to take the'^calps of their educational 
enemies, and in the coming autumn celebrate the achievements of their braves 
in a grand Victory Dance. 

^During the second week of May the " Union Institute of Jefferson and Harri- 
son Counties," was held at Mt Pleasant A profitable occasion it was. Geo. 
K Jenkins presided. Among the gentlemen present were Profs. Kerr of Pitts- 
burgh, Regal, Kidd, Brinkerhoof, Buchanan, Donovan and Wright 

We are indebted to Mr. Eirk, Superintendent of the schools in Wheeling, Va., 
for the following facts. We readily admit this city of the Old Dominion to our 
cordial fellowship, for the reason that we shall value their association with us, 
and because we are disposed to " strengthen the bond of union between us and 
our Southern brethren." That is, we go in for " saving the Union." 

" It may not be uninteresting to many of the readers of your valuable Monthly 
to learn that, although within the " Old Dominion," yet so close to Ohio, and so 
nearly within the sphere of her influence as to be identical almost in school 
interests. The schools of Wheeling are Ward Schools after the plan 
of the Union Schools of Ohio, gradually developed from the old distinct 
system ; and they have steadily advanced in the face of a prejudice and oppo- 
sition not often veiy successfully encountered; but which demonstrates that their 
friends have fought manfully for their life and have succeeded — gloriously suc- 
ceeded. 

" A Teachers' Institute was held in this place during the first week of April, 
and was a decided success. Taking into consideration that it was the first as- 
sociation of the kind ever held in Virginia, there is great encouragement to the 
teachers of Wheeling to continue earnestly the work so happily begun. 

^ The exercises of the Institute were conducted by Messra John Ogden, M. 
D. Leggett, Prot W. H Brewer of Washington College, Pa., Prof. A. F. Ross 
of West Liberty Academy, Va., and R. Q. Beer in his usual style; to all whom 



190 THE OHIO EDUCATIONAL MONTHLY. 

the teachers in attendance feel much indebted for the highly interesting and 
profitable entertainment afforded them. Another encouraging feature : Quite 
a number of teachers here are subscribers to the Monthly ; and a better educa- 
tional spirit is looking up ; and we hope ere long it may be said that the Public 
Schools of Wheeling are second to none." 



INSTITUTES TO BE HELD. 

July 25th, at Lebanon. For particulars see advertisement We are sure that 
this occasion will afford rare facilities for the instruction and accomplishment of 
those who purpose teaching. Messrs. Holbrook and Henkle, with their corps of 
able assistants, will leave no effort untried for the improvement of their pupils. 
Lebanon is one of our most beautiful towns, and a finer location for institutions 
of learning we have never seen. 

July lOth, at Hoped ale, to continue five weeks. Principal and teacher of Gram- 
mar, Geography, and Theory and Practice of Teaching, Edwin RegaL Teach- 
ers—of Mathematics, Mr. Brinkerhoof— of Inventive Drawing, French and 
German, Prof Hermann Krusi of Massachusetts — of Elocution, Prof Kidd — 
Penmanship, Mr. Lusk of Pittsburgh — Book-Keeping, Mr. Delany — Phonogra- 
phy, Mr. Hunt Tuition — Gentlemen, $5 ; Ladies, $4. Board $2 per week. 

What the Lebanon Institute will be to Southwestern Ohio, the Hopedale will 
be to the eastern part of the State. 

July 23d, at Athens. Of this Institute we have learned no particulars. From 
its location we know that there can be no want of good instructors. 

July 30th^ at Felicity, Clermont County. Principal, Mr. Andr. J. Rikoff of 
Cincinnati. Teachers, Messrs. W. Carter, J./K. Pori^r, J. W. Mahan and others. 
It is among impossibilities that a Clerjubnt Institut^Lsho^Jd: lJ@'*«econd>^te in 
interest and value. - ^ - . 

Aug. 6th, at Troy. Principal, >#. W. T. Hawthorn ; Teachers, Messrs. Ed- 
wards, Royce, Chambers and Alexander. This " Miami County Normal School " 
has acquired an enviable reputation. It will be of the class — "A, No. I. 

Sept 3d, at McConnellsville. We are without particulars as to Teachers, eta 



Commencement at Antioch College June 20th. 



In our next number, which will be mailed as early as the 20th inst, we shall 
notice particularly several publications which are mentioned in our new advef^ 
tisoments. We thank our advertising firiends for their patronage, and feel our 
souls warmed by that gratitude which springs from a lively sense of favors 
expected. 



(iffuial Siprtmtnt. 



Martha Hale | 

vs. )■ Cuyahoga Com. Pleas, Feb. Term, 1860. 

Sub-School Di& No. 12 of Euclid Tp. j 

Opinion by Judge Bishop. 

The petition states that on the 14th day of February, 1859, Adams and Rus- 
sell, being two Directors of defendant, for and in its behalf made a contract 
with plaintiff to teach for defendant a school for four months, commencing on 
the 1st Monday of May, '59, at $4.50 per week ; that on the 1st Monday of May, '59, 
the plaintiff was ready and offered to teach as she had agreed to do, but the then 
Directors of defendant refused to let her teach, and discharged her as such 
teacher, and she asks judgment for $72 for her wages for said four months; she 
having lost her time during that period 

To this petition three defenses are interposed. 

1. The contract was made with two of the Directors of the defendant not at 
any regular meeting of the Directors, but without the knowledge of the other 
Director named Miner, who was clerk of the district, and no notice whatever 
was given to said Miner of the meeting of the Directors at which it was resolved 
to employ said plaintiff, nor did he have any knowledge of the contract nor was 
any record made thereof 

2d. That the term of office of said Adams as Director was to expire by the 
12th of April, 1859, and did so expire, and one Mcllrath was elected in his 
place, and the old Board had no right to employ a teacher to commence teach- 
ing at a time which was only to begin in May following, and could not bind the 
new Board by their acts, thus in advance, as there was no emergency making it 
necessary for them to act thus. 

3d. The third defense it is not material to consider. 

The plaintiff demurs from these defensea 

The nrst question is, can two directors of the district, acting separately from 
the others, and without notice to him, bind the district by their acta 

The School Law is very explicit (Swan's Statutes, 836). Sec 2 provides for 
election of directors ; sec. 3 for an oath of office, and in case of vacancy in the 
Board, by death or otherwise, the Township Clerk shall fill it; sec. 4 provides 
that in case of a failure to hold an annual meeting to elect, a special meeting 
may be called by three voters of the district ; sec. o provides that a meeting of 
the directors shall be called soon as practicable after the election and qualihca- 
tion of the directors, any two of whom shall be a quorum ; that one of their 
number shall be elected clerk, who shall preside at all official meetings and re- 
cord their proceedings in a book; that the directors shall meet as oflen as they 
may think necessary for the transaction of business, and fill any vacancy in the 
office of clerk that may occur, and in his absence one of the other directors may 
act as clerk temporarily in his place; sec. 6 provides that the school directors 
shall take the management of the local interests of the dictrict, employ teachers, 
certify the amount due them to the township clerk, etc.* 

Now it would seem that the legislature, in being thus particular, meant some- 
thing. What was it? 

It has provided for the election of a full board, that that board shall be kept 
full, that a clerk shall be appointed, that a record shall be kept, etc. In all this 
legislation the law intended all business should be done at formal meetings, and 
the proceedings recorded, and although two may transact business, it must be 
at a fneeting^ and the only formality dispensed with is the attendance of one of 
the directors. Every other requisition of the law is to be observed. 



192 THE OHIO EDUCATIONAL MONTHLY. 

But in order to enable two directors to act in the absence of the other, they 
must have notified the other director of the meeting, either by personal notice 
of the time and place of the meeting, or by leaving a written notice thereof at 
his residence. In transaction of business by all similar bodies such is the law, * 
and there is no reason why the transaction of business by school directors 
should form an exception. 

Try this case by that rule, and what is the result? You have a contract made 
at a wayside meeting. No notice to the other director, Miner, who was clerk ; 
no record made of the engagement with plaintiff, and the whole kept secret until 
a new and fiill board made a legal engagement with another teacher. 

I do not think the law or public policy would tolerate such a transaction. I 
think the teacher is bound to know whether the trustees are acting according to 
legal requirements or not 

If she is ignorant in fact, when two directors employ her, of their want of 
power, it does not follow that she is remediless. She may have recourse against 
the directors individually, who have employed her. 



OHIO TEACHERS' ASSOCIATION. 

The Twelfth Annual Meeting of the Ohio Teachers' Association will be held 
in Newark on the 5th and 6th of July, 1860, commencing at 9 o'clock A. M. of 
the former day (Thursday). Reports by prominent educators are expected on 
the following subjects : 1. Examiners of Teachers. 2. The High School, with 
its Special Relation to the Lower Departmenta 3. The Supervision of Graded 
Schools. 4, The Culture of the Will. 5. The Study, of Language with its 
Special Relation to the Rational Faculty. 6. Life and Services of Horace 
Mann. Addresses will be delivered by Prof E. B. Andrews of Marietta, W. E. 
Crosby, Esq., of Cincinnati, and the President, John Hancock, Esq. 

A definite length of time will be appropriated to the discussion of each of the 
Reports. The hospitalities of Newark will be extended to the members of the 
members of the Association ; lady Teachers will be entertained in private fami- 
lies. E, R WHITE, Ch. Ex. Com. 0. T. A. 

Portsmouth, May 15, 1860. 



NOTES AND QUERIES. 

What ancient poet remarked, that " in war, parents bury their children, and 

in peace, children bury their parents"? Why is the scene of almost all allegories 

laid in the east? What is the national musical instrument of the Spaniards? 

What is the meaning of these three lines in Young's Night Thoughts, found in 

Night the First : 

Of man's miraculous mistakes, this bears 

The palm, " that all men are about to live," 

For ever on the brink of being born " ? J. 

ZiM APAN, — This singular term appears as a writing exercise in Payson, Dun- 
ton & Co.'s series of copy-books. Is it a word, or merely a capricious combina- 
tion of letters ? If the former, can any one give its meaning ? 

The "Amruta Cup"— what was it? and what was the signification of the 
allusion to it by Grimke, in an extract which forms one of the lessons in McGnf- 
fey's Eclectic Fourth Reader? W. H. 

We say the ceiling is ten feet high; then why not say a Unrfeet pole, instead 
of a ienrfooi pole? C. 



TUK 

OHIO 



EDUCATIONAL MONTHLY. 



JULY, 1860. 



Old Series Vol. 9, No. 7. New Series, Vol. 1, No. 7. 



^i COMPULSORY STUDY. 

BY I. J. ALLEN.* 

What boy ever forgot the man who made his first boots ? Per- 
fectly do I remember the sturdy form and genial presence of him 
whose rude but honest handicraft, in defiance of all protests from 
piping voice and barren chin, proclaimed me — ^no longer a " puss," 
but a man " in boots." 

Then, — ah, how many years freighted with perishing hopes and 
solemn memories have come and gone since then! but, then, in 
the rural districts of this " bonnie Buckeye State," the shoemaker, 
like the schoolmaster, used to " board around " among the families 
of his " district." And though Hwere shame, still 'twere truth, 
to tell that, among the " little people," the coming of the merry 
hearted disciple of St. Crispin, with his joke and song and last-and 
lapstone, was hailed with a joy far more jubilant than ever greeted 
the advent of the disciple of Aristotle with his solemn " bell, book, 
and candle." But he who made my first boots, like Aristotle, was 
a philosopher, — queer, quaint, quizzical — ^but none the less a phi- 
losopher, (blessed be the Greek for that word !) " a seeker after 
truth." His philosophy, moreover, had special reference in its 
practical bearings to the modes of training childhood and youth ; 
and its principles were, indeed, so strikingly original and its pecu- 

<■ Superintendent of the Public Schools of Cincinnati. 



194 THE OHIO EDUCATIONAL MONTHLY. 

liarities so strongly marked as to individualize the system, and 
render it worthy of a baptismal registry under what would, per- 
haps, be the proper cognomen of Crispinian. 

Never shall I forget his impressive solemnity of manner when 
he once sagely enjoined upon me to " always do things the right 
way, my boy ; because the right way is the best way ; and the best 
way is as good as any way /" — a proposition which the logic of 
maturer wisdom has not been able to gainsay nor deny. Equally 
well do I remember this other principle that, from the stern and 
emphatic fervor with which it was enunciated, was evidently re- 
garded as a fundamental in the " Crispinian " system, viz : " Chil- 
dren should be trained to do just as they please : and if my chil- 
dren don't do just as they please, I'll be — blessed if I donH make 
'm /" 

Certainly no commentary nor exegesis was requisite to render 
the first term of this proposition comprehensible to boyhood, boot- 
ed or unbooted ; and the latter clause, without being comprehended, 
merely made me laugh, — and the more readily, perhaps, since the 
specialty of the conclusion had direct reference to the philosopher's 
own children. 

The essence of this doctrine, however, — the absurdity of which 
the bold, blunt speech of the " Crispinian " renders ridiculously 
glaring — ^has long been practically accepted by thousands in the 
management of both family and school ; and still lurks, under 
specious forms, as a vital element in the substance of some vaunt- 
ed theories of education and juvenile training. It is found as the 
cliief constituent in the system that directs us to train the will of 
childhood to such degree of pliancy as to render it unquestioningly 
subject to the will of another, placed in position of authority or 
guardianship over it. The doctrine is, substantially, that the youth 
should be so trained to obedience that it would be its pleasure to 
do the bidding of parent or preceptor, for no other reason than 
that it is thus bidden : that, without any appeal to reason, to the 
sense of right, to present expediency, or to future benefit, the 
simple consciousness of obedience is to be the sole and sufficient 
reward of merit that is to compensate for the observance of this 
duty. Under the prescriptions of this system, the idea of point- 
ing out the reason or purpose of a command would be scouted by 
parent and teacher as erroneous in principle and mischievous in 



COMPULSORY STUDY. 195 

practice ; and any suggestion by the juvenile, implying mistake or 
inexpediency, would be denounced as contumacy and punished as 
rebellion. Resolved into its simplest form of expression, the re- 
quisition is to obey because of being commanded ; and not because 
the commandment is in itself right. And this would be to render 
obedience to a merely mechanical procedure, and, therefore, to 
divest the act of all moral qualities. The logic of the parent or 
preceptor, governing after this wise, would be thus : It is the will 
of the boy, when properly trained, to do my will ; for him to do 
my will is, therefore, to do as he please : Corollary — " If he don't do 
as he please, I must malce him .'" Subjugation of the will this may 
be, but training of the will it certainly is not. Instead of devel- 
oping an active, rational, discerning, docile sentiment of obedience, 
the product of such a procedure is a blind, passive, imbruted sub- 
jugation ;-^the two sundered in their nature as widely as zenith 
and nadir. The one is the intelligent obedience of the concurring 
will : the other, the non-resistance of a motionless mind : the for- 
i»er is the cheerful assent of the free ; the latter, the sullen sub- 
mission of a slave. 

It may be alleged, as indeed it hath been, that inquiry into the 
motives and merits of a command implies doubt as to its propriety 
in the light of wisdom and justice, and is therefore disrespectful ; 
and on this account, as it would seem, it hath often been held that 
christian obedience is best exemplified by an uninquiring compli- 
ance with the Divine will — assured that the " King of all the earth 
can do no wrong." This doctrine being accepted, then came the 
inference — most logical, the premises being granted ! — that inas- 
much as the earthly vicegerent and representative of the " King 
of kings " was clothed with like infallibilty^ (!) therefore the sub- 
ordinate must obey without question or query the will of his su- 
perior : — and this is Jesuitism ! — ^the Jesuitism that wa^y and is : a 
system that long, long held its undisputed sway in the government 
of both the families and schools of all Christendom ; a system 
whose lust of power in the same educational province " is not dead, 
but sleepeth !" 

Grranting, however, that the christian mind may most justly 
yield obedience to the Divine will as discerned by its faith in the 
Divine attributes, still there is nothing in the Divine polity to 
either forbid or discourage inquiry ; but everything to invite inves- 



196 THE OHIO EDUCATIONAL MONTHLY. 

tigation. Accordingly, faith is itself an investigative, an indnct- 
'V3 faculty. From the known it sets out in search of the un- 
known. It is to the mind what the telescope is to the vision : it 
is " the evidence of things not seen " by the demonstrative eye of 
reason. Were inquiry into the rationale of the Divine mandates 
unsuitable or unprofitable to the faculties of the human mind, as 
productive of disregard or disobedience, then priest and prophet, 
apostle and martyr — ^those illustrious and illustrative ensamples of 
devout obedience — spake and taught, reproved and preached, lived 
and died, in vain. Were nothing further than the commandment 
itself deemed requisite, then " all holy scripture writ for our in- 
struction," now so abundant in revelation and exhortation, in ar- 
gument and encouragement, might have been comprised in the 
stem and sententious statements, of the decalogue. The impious 
and infamous maxim of the monastic system, that ^^ ignorance is 
the mother of devotion," has long since been scouted from the 
mind of Christendom ; and not less preposterous is the idea that a 
blind, unreasoning, unquestioning faith is the best basis for chris- 
tian obedience. 

So, in training the will of childhood, the true criterion of just 
development as to obedience, is in a willing compliance with the 
law of the family and the school, for the reason, not merely that 
it is the law, but because the law is recognized as in itself reason- 
able and just. When this reasonableness is obvious, the* mandate 
carries with it its own explanation, and its enunciation is, there- 
fore, sufficient. " Thou shalt do no murder," needs no explana- 
tory rescript. When this reasonableness is not obvious to the 
comprehension of childhood, cheerful and intelligent obedience 
can be secured only by explaining the reasons of the rule ordained. 
For, as my Lord Coke hath said, " It may be known for a cer- 
tainty, that he knoweth not the law who knoweth not the reason 
thereof." 

But the mode of administering the law, on the part of parent 
or preceptor, is as important as its recognition on the part of the 
pupil, and requires at least as much intelligence, and discernment of 
its reasonableness, as does the act of legislation itself. As to the 
law of personal order and disorder in the study-room, obedience is 
a sine qua non to the school's proper mode of existence ; it is, 
therefore, the law of protection, of self-preservation. Accord- 



COMPULSORY STUDY. 197 

ingly, resistance to this mast, of course, be met by such degree of 
compulsion as may be requisite to secure the necessary quietude 
for study and recitation. Disobedience to this law on the part of 
one pupil is an invasion of the rights of all the others, for the 
reason that the others are thereby prevented from making the im- 
provement for which the school is instituted. The infraction of 
this law is, therefore, in the nature of a penal offense, and the 
offender becomes amenable to the criminal code of the school- 
room; in vindication of which personal chastisement may at times 
become both proper and necessary. 

But, in the prosecution of the studies of the school-room, a 
certain pupil may be deficient in application, may fail to give at- 
tention to the lessons assigned him ; study is the biisiness of the 
school-room, and industry is enjoined upon all: this injunction the 
idler disregards ; and his idleness occasions utter failure in his 
recitations, to the infinite chagrin of his parents and teacher. For 
this should he be subjected to the same compulsory procedure as 
in the case of the disorderly pupil ? Should personal chastise- 
ment ever be inflicted for the non-preparation of lessons alone ? It 
would seem not. The object of government in the civil state is 
to protect society by law, to maintain order and secure public 
tranquility ; and this is done in order that industry may thrive, 
that the citizens may pursue their avocations in peace, and that 
they may be encouraged to the cultivation of their powers, in the 
practice of virtue, and in the duties of religion. To secure these 
rights and privileges from invasion the '^ criminal code " is ordained ; 
and any infraction of this code, which is the code of public order, 
subjects the offender to a degree of corporal punishment suited to 
the measure of his offense. But another is innocent of any in- 
vasion of public or private rights; he is guilty of no penal offense; 
he, nevertheless, fails to improve his own privileges ; he neglects to 
profit by the opportunities held out to him by the commonwealth; 
he declines education, and omits his duties to religion; though, 
perhaps, indolent and worthless, he has, however, sinned only, or 
chiefly, against himself. Should government deal with him with 
the same personal severity as with one who had violated the crim- 
inal law by a forcible invasion of the rights of others ? Certainly 
not. Society has offered him privileges which he has most un- 
wisely refused to accept, and he is, accordingly, left to the debase- 



198 THE OHIO EDUCATIONAL MONTHLY. 

ment which his own folly hath wrought. So, too, the school-room 
offers its pupils privileges for their acceptance ; many seize them 
eagerly, and make rapid improvement in their preparation for the 
duties and honors of life ; a few decline the boon of study, which 
act is certainly most unwise, but which, as certainly, is not crim- 
inal in the purview of the school-room law, and therefore should 
not be the subject of compulsion by personal chastisement. 

Furthermore, the intelligent teacher well knows that obedience, 
in its proper sense, is not the mere temporary surrender, or cessa- 
tion of resistance, on the part of a pupil under the application or 
apprehension of a birchen scourge, but a settled order or state of 
mind — an established condition of will. It must also be consid- 
ered that the wiU, though the fountain of executive force, is not 
an absolute sovereign, an autocrat, over the mental faculties. It 
is simply a co-ordinate power ; its sway is that of a limited mon- 
arch, bound to observe the constitution of mind. And whatever 
may be its subsequent force, for right or for wrong, it derives its 
volitive power from an antecedent condition of mind, termed desire. 
Consequently, to secure the obedient application of the mental 
faculties to study, a desire for study must precede the act of voli- 
tion. From this order of things there can be no departure ; and 
unto this the will is itself obedient, as unto the " higher law '^ that 
must sanction its work. The great question in the case, then^ is 
how to awaken that desire of the mind from which the will may 
derive its willingness to study. And surely it will not be claimed 
that personal chastisement for not studying will prompt the pupil 
to fall in love with study ; nor that this compulsory vis a tergo will 
develope in the mind the desire for books from which the will shall 
evoke studious habits in the pupil ! 

Nay, the judicious teacher will reflect that 

" Study is like the Heavens' glorious sun, 

That will not be deep search'd with saucy looks ;" 

and will deem it better, wiser, to appeal to those attributes of the 
juvenile mind that tend by their own functions to create the desire 
for study — ^the sense of duty, of right, of advantage — will excite 
the pupil's emulation, his self-respect, his curiosity, — ^the latter a 
most potent force in the young mind, — all of which operate, in 
the course of nature, to arouse the desire to knoWy from which 



THE teacher's DISAPPOINTMENTS. 199 

comes the concurring will to study. Neglecting these and resort- 
ing to compulsion, the instructor may find himslf contending with 
Nature, when he fancied himself correcting a willful fault; and of 
this, good Father Fuller says — " That schoolmaster deserves to be 
beaten himself who beats Nature in a boy for a fault." 

Our conclusion, therefore, is, that while disorder may be re- 
strained, if need be, with stripes, study, nevertheless, is not a 
proper subject of physical compulsion. 

" Our outward act, indeed, admits restraint, 
'Tis not in things (>eT Thought to domineer." 



THE TEACHER'S DISAPPOINTMENTS. 

BY LINDA T. GUILFORD.* 

^^ It is natural for man to indulge in the illusions of hope.'' 
We have this on good authority. " Disappointment is the com- 
mon lot," we have on another, equally good. But the disappoint- 
menta of the teacher firm » class by themselves. His work is 
with humanity in the very spring-time of promise— its efflorescence 
of all the future. His heart leaps forward to the coming life of 
those under his care. He dreams and prophesies for them, bear- 
ing their young hopes, bound together with his own. The threads 
of his sympathies ramify among many households ; he weeps and 
rejoices with multitudes widely sundered by distance and time. 
You who glance over these lines and feel this in your daily life, 
do you remember that dark-haired boy who came to you* many 
years ago in the district school-house under the hill ? He was the 
son of a widow — obedient and affectionate. You were sometimes 
afraid he did not manifest sufficient firmness of character, but he 
was so kind and generous — so full of good impulses — that you 
loved him well. You hoped he would be a respected and useful 
citizen, the support of his mother in her declining days. Years 
after, when he had grown to be a man, what a keen pang it cost 
you to know that evil companions had led to evil courses : that 
your beloved pupil was fast hasting to a drunkard^s grave. His 
image, as he used to sit conning his lessons with a clear eye and 

« Teacher In the Cltyeland Seminary. 



200 . THE OHIO EDUCATIONAL MONTHLY. 

open forehead, came before you, and you tried in vain to forget 
what he had become. 

Perhaps there was among your pupils a gentle girl, the idol in 
a home of wealth. Her quick mind opened to the truth as flowers 
do to the sun, and it was your delight to watch its unfolding, day 
by day. When all her powers were stretching into rapid growth, 
and her mental resources were being developed to fill your own 
ideal, she left you, and in a few months was a bride. But she was 

"Mated to a clown, 
And the baseness of his nature has had weight to drag her down." 

The intellect has died of starvation. Worn out with early cares, 
she is but a wreck. Sometimes your eye may rest on a little gift 
of her happy school-days, and all the bright future you pictured 
for her then, comes up before you. A painful feeling is at your 
heart, and you put the talisman out of sight. But it may be only 
to call up that high-souled boy to whom your heart was bound. 
Tou saw in him so clearly the promise of a noble man. A hard 
student, he won golden opinions from his teachers. The ring- 
leader of the play-ground, he gained What is more precious to a 
school-boy — influence over his comrades. He was every thing 
but a Christian, and you watched with double anxiety for his dedi- 
cation of himself to his Creator. Gifted with a persuasive and 
brilliant elocution — displaying elements of a determined and con- 
trolling character, you thought he would shine one day among 
the great ones of his generation. And so he might. But disease 
came with those midnight hours of study in preparation for the 
bar, and blighted at one touch all the blossoms of his years. He 
has long been an invalid, cherishing the vital spark from spring to 
spring, and that is all. You think how he stood on his graduating 
day to pronounce his eloquent valedictory, and a sigh comes up 
from your lowest heart, to think what a farewell it was ! 

Such are some of the disappointments of the teacher. It may 
have been but a few months that he saw those faces daily in the 
school-room ; but if he is a true teacher, the interest he felt in 
those growing minds and hearts is not extinguished by the lapse 
of time. And if he does follow them, he will find that in some 
cases the things he hoped did not come to pass. He will know of 
one, that the precious intellect so charming in childhood, ha^ sunk 



L 



THE COMma MEETING AT NEWARK. 201 

into barren mediocrity before mature life ; that the powers of an- 
other, of whom he expected better things, have been given to the 
making and hoarding of gain, till every trace of the genial-heart- 
ed boy is lost in the selfish man : and that a third has hid from 
his sight in the darkness, — the pitied of angels and the scorned of 
men. These may not be frequent cases, but they are not imagin- 
ary. Not the less for them does the teacher watch for good, and 
cultivate the charity that ^^ believeth all things, and hopeth all 
things, and endureth all things." 

There is one disappointment harder to bear than any of these. 
The teacher may be disappointed in himself. Is he not often so. 
How far short has he fallen of the standard of mental attainment 
and personal character he set up for himself in the days when he 
devoted himself to his profession ! What he has done, how small 
it seems to what he has not done ! It is well for the teacher that 
so many encouragements cluster around him ; let them be multi- 
plied a hundred fold ! 



THE COMING MEETJNG AT NEWARK. 

BY E. B. WHITE.* 

The next annual meeting of the Ohio Teachers^ Association at 
Newark ought to be a large and important one. The Association 
has probably never met at a time when vigorous action was more 
needed. In some localities, the public schools are passing through 
a fiery ordeal. The hand of vandalism has the system by the 
throat and is nerved for its destruction. In a number of our 
smaller cities, local ignorance, aided by selfishness and almost 
omnipotent clamor, has aimed a blow to strike the system headless 
by abolishing the High School and the office of Superintendent. 
In two or three instances, the opposition to the office of Superin- 
tendent has been at least temporarily successful. 

In the public mind generally (a few localities excepted), a reac- 
tion upon the school question is taking place. The extent of this 
reaction depends greatly upon the non-action and lethargy of the 
friends of true education. Its existence, however, cannot be 
doubted. 

^ SuperiDtendent of Public Schoola at Portsmouth. 



202 THE OHIO EDUCATIONAL MONTHLY. 

The first step backward has already been taken by the Legisla- 
ture in the repeal of the Library Tax. It is true that this feature 
is not generally regarded essential to a good school system, and 
may not per se indicate further mutilations of the system. It 
must be evident, however, to those who have watched the course 
of school events, that this action of the Legislature is but an ad- 
vance wave of a strong current of opposition to other features 
more vital and essential. The opposition consists primarily of a 
few determined anti-free-scKool men, who are assiduously using 
every adverse influence — ^financial or religious — ^to repeal the most 
vital provisions of our excellent school law, and because they are 
vital. The danger is not in the number of these men, but in their 
great activity and power of combining with them every adverse 
influence. Thwarted thus, for in their attempts to greatly muti- 
late the system of the State, they assail local systems, thus acting 
upon public sentiment in the most effective manner. I have no 
fears as to the final success of this adverse movement. The pub- 
lic school system of Ohio is too firmly established in the affections 
of the people to be overthrown. It may be mutilated, but can 
never be destroyed. It is a part of our organic act and must 
there remain. What constitutes education, and what shall it cost f 
These are questions in the answer of which lies our danger. 
" Forewarned^ forearmed^ 

What are causes which have united to produce this reaction upon 
the school question in Ohio ? In addition to the timely remarks 
in the May number of the Monthly^ upon this question, I wish to 
specify some of the most important. 

1. Erroneous views in regard to the nature of Education. In 
the public mind, information and education are synonymous terms. 
Education is the mere process of inserting a few facts in a schol- 
ar's memory, like specimens in a museum, or samples of goods in 
a show-case. This view of culture is of necessity anti-High 
School. Thorough mental discipline is below par; superficial 
coating, with semblance of knowledge, current. 

2. Erroneous views in regard to the function of free schools 
in a free government, and their relation to wealth and productive 
industry. The great fact that a popular government rests alone 
upon the intelligence and virtue of the people, is at best but half 
appreciated. That we must choose between universal education 



• 



THE COMING MEETING AT NEWARK. 203 

and anarchy, is even scouted. No truth, however, stands out more 
clearly in the history of free governments than this. Let the uni- 
versal head and heart of our nation become corrupt, and we shall 
need no political storm to wreck us. We cannot float upon the 
calmest sea, for our boat hoB no bottom. The agency of a thor- 
ough system of public instruction in preparing the head and heart 
of a free people for free government, cannot be long ignored. It 
is not the only agency it is true. It is, however, a strong con- 
servative influence, silent and progressive. It underlies and per- 
meates all other agencies and influences. 

8. The financial revulsion which has taken place since our 
present school system was put in operation. The Ohio School 
Law was adopted at a time of great financial prosperity. Though 
at first greatly in advance of the school sentiment of the State, its 
demands for means were scarcely felt. A fearful crisis in money 
affairs has caused the people to look over carefully their expendi- 
tures, and, as is usual in such cases, the head and heart of the 
State have been the first to be put on short allowance. Hard times 
has consolidated school opposition. 

4. At the time of the adoption of our School Law, the educa- 
tional talent of the State was active and aggressive, and the non- 
school element passive or defensive. This state of things is now 
changed. The anti-school spirit is now active and aggressive, and 
school talent comparatively quiet or defensive. The very small 
influence which the State Teachers' Association has exerted for 
the last three years, in support of the vital features of our school 
system, is a lamentable evidence of this state of things. If the 
school system of Ohio is destroyed, it will be greatly the fault of 
her educational men. The battle against ignorance, like that 
against sin, must be a perpettcal warfare. We must grant the en- 
emy no time. Every position gained must be occupied and de- 
fended. It will not do to lay down our arms. It requires as 
much effort to work a school system efficiently, and without re- 
verses, as it does to secure its adoption. A true educational sys- 
tem cannot be built up and perfected by spasmodic efforts. 

5. In a popular government, a reform movement, other things 
being equal, possesses a decided advantage over a conservative 
one. For this reason, the opposition in our school elections, es- 
pecially in cities, sometimes presents unexpected strength and 



204 THE OHIO EDUCATIONAL MONTHLY. 

vigor. The reform movement may be reaUy a financial one, and 
yet it draws to itself the anti-free school, anti-high school, anti- 
classical, anti-superintendent, anti-teachers, anti-board, anti-whip- 
ping, anti-moral suasion, and all other anti elements. 

Every possible antagonism, or supposed grievance connected 
in any way with the working of a school system, contributes to 
form a strong current of opposition. The friends of the system 
in all its parts and completeness contend against pow^erful odds. 
Revulsion may thus come just when the schools are at the achme 
of real prosperity. 

The causes of this reaction, as above shown, indicate clearly 
the remedy. The battles fought in the early history of the Asso- 
ciation must be fought over. Principles then settled, in a measure, 
must now be resettled. We must go back to first principles. The 
nature of true education, — its importance in a free government — 
its relation to productive industry and material prosperity — ^its in- 
trinsic value — ^the comparative economy of good and poor schools 
the essential requisites of a good school system in city and coun- 
try, — these and other themes must be made to assume clearness in 
the public mind. Earnest discussion of these subjects must be 
revived. 

Shall not the work be commenced at the meetfng of the Asso- 
ciation at Newark ? We shall then have no financial enterprises 
to waste our time upon. The Executive Committee have secured 
some thorough reports upon those vital features of our school sys- 
tem which are most vigorously assailed. Time will be devoted to 
the discussion of these reports. Let the friends of Education 
come prepared to talk to the point. Let us have no waste of time 
in skirmishing. We hope to see all the veterans of the last war 
at Newark, and to hear again the ring of their ^' tried blades." 



Natural Compass. — In the vast prairies of Texas, a little 
plant is found, which, under all circumstances of climate, change 
of weather, rain, frost, or sunshine, invariably turns its leaves and 
flowera to the north. If a solitary traveler be making his way 
across those wilds, without a star to guide or compass to direct 
him, he finds a monitor in this humble plant, and follows its guid- 
ance, certain that it will not mislead him. 



SUPBRINTBNDBNTS AND SUPERVISION. 205 



SUPERINTENDENTS AND SUPERVISION. 
j by alex. duncan. 

[concluded.] 

m. In the selection of Teachers, a Superintendent's care and 
experience are demanded. 

The choice of teachers is the most important and difficult of all 
the duties that pertain to school operations. As is the teacher, 
so is the school. A corrupt tree can not bring forth good fruit ; 
and no more can a poor teacher preside over a good school. With 
poorly qualified instructors, all expense of buildings, furniture, 
apparatus, etc., is little better than a dead loss. 

But to secure good teachers requires the judgment of one fa- 
miliar with teaching. It will not do to trust greatly to certificates 
and recommendations. Frequently these are unworthily obtained. 
Boards of Education, however zealous they may be in the dis- 
charge of their duties, are not always competent to judge cor- 
rectly in regard to the qualifications of those who apply to them 
for employment, as teachers. And if not to engage^ certainly to 
nominate teachers should be the duty of the Superintendent. 

A recent occurrence, not a singular one either, will best illus- 
trate my meaning. An important -vacancy was soon to occur. Of 
this the superintendent had due notice ; and he was already seek- 
for the proper person to fill it. There was no want of candidates, 
but among them all the right one was not to be found. The su-' 
perintendent, however, ventured to recommend a gentleman who 
was not an applicant, but who, it was thought, would accept the 
appointment if made by the Board of Education. The recom- 
mendation was, however, declined ; and for reasons, not the most 
commendable, an entire stranger was selected, and forwith ap- 
pointed, providing he received from the Board of Examiners the 
requisite certificate of scholarship. He was found to be well 
versed in all the studies of that department, and others of a higher 
order, and in due time entered upon his duties. The details of 
his failure are unnecessary. Suffice it to say, that before half the 
term had gone he was compelled to present his resignation. Bet- 

*> Superintendent of Pabllc Schools at Kewark. 



206 THE OHIO EDUCATIONAL MONTHLY. 

ter for him — ^better far for the school had the Board paid him for 
the full term at the close of the first week. Not only did he not 
accomplish anything for his own school, but the spirit of restlessness 
and insubordination which were begotten, and tolerated there, be- 
gan to creep into other schools, and the mischief done to some 
minds seemed irreparable. 

The Superintendent could not with certainty predict such a re- 
sult, for the new teacher was a perfect stranger to him. But he 
could not see, and said so as emphatically as would be useful, 
why any such risk shonld be run. The man he recommended had 
been tried and found abundantly qualified. Had his advice been 
followed' the term would not have been worse than lost — the money 
worse than wasted, and a vast amount of ill-feeling and mischief 
would have been prevented. Facts like these, any number of 
which might be adduced, abundantly justify the wisdom of those 
Boards of Education who refuse to listen to any applicant unless 
nominated by their Superintendent. 

IV. Again, such supervision is indispensible to the good order 
and efficiency of the schools considered as a whole. And here it 
is out of the question to specify, so numerous, varied and ever- 
recurring are the occasons calling for it. Teacher, like others, 
may get their hobbies. Indeed it is not very unusual to do so. In 
one case it may be geography, — ^in another grammar, — in another 
arithmetic — and in still another, phonetics. A suggestion given 
at the right time is all that is needed to remedy the fault, and re- 
store things to their proper balance. 

But who shall give it ? 

Unconsciously to himself, a teacher may be indulging in respect 
to some of his pupils feelings of partiality, favorable or unfa- 
vorable to them. But to the observing eye of the Superintendent 
its manifestations are not to be mistaken. A few words kindly 
but firmly given are all which this case requires. But who will do 
this, if not the Superintendent ? 

It would not be strange if the methods of instruction, especially 
of the more inexperienced teachers, needed amendment in various 
particulars. Who shall give the requisite direction ? 

Punctuality, and a systematic procedure that shall characterize 
the whole routine of school duties, is of primary importance. The 
hour of assembling — the time to be given to opening exercises. 



SUPERINTENDENTS AND SUPERVISION. 207 

and the various reciiations — the regulations for recess — ^the hour 
of adjournment, etc., must all be arranged and strictly adhered to. 
How shall this be done, unless under the direction and by the au- 
thority of some one placed there for that and similar purposes ? 

Every teacher ought to be strictly conscientious in devoting his 
best energies to the duties of his school. He has contracted to 
employ his time for at least five or six hours per day to the inter- 
ests of his pupils. This being the understanding, his own sense 
of duty should be suflBcient toj: secure his presence in his school- 
room punctually at, or before the lippointed time — should eflFec- 
tually debar from entering that place, during school hours, any 
project purely his own. Because he has the legal profession in 
View is no reason why Blackstone, or Kent, or Chitty should be 
open on his desk. Because he intends entering the medical pro- 
fession is no reason w^hy Hunter or Hanemann should, even for a 
single recitation, usurp the place of Pinneo, Kay, Mitchell, Loomis 
or Wayland. Even the study necessary for the sacred oflSce of 
the Christian ministry, to which the teacher may be looking for- 
ward as his ultimate aim, cannot justify him in taking any portion 
of his school-time for that purpose. Even theology must be held 
in abeyance. And if that^ how much more reading for mere read- 
ing's sake, whether it be fact or fiction — whether for instruction or 
amusement. And, for the same reason, every kind of labor or 
business, for the personal benefit of the teacher must be honestly 
eschewed during school hours. 

But while the ought in this case is sufficiently obvious, the fact 
may be quite otherwise. How shall it be prevented? How shall 
the teacher, when forgetfulness, or negligence, or selfishness is be- 
ginning to interfere with his usefulness and duty, be reminded of 
his obligations ? Not by his fellow teachers. It is not their pre- 
rogative. Not by the Board of Education. The evil may have 
produced a full harvest of the bitterest fruits before its discovery 
by them. How evident, again, the need of constant supervision ? 

But even the keenest conscientiousness is not always a sure 
safeguard against the most fatal mistakes. A teacher who seemed 
intent on nothing so much as the uninterrupted progress of his 
pupils, was greatly tried by the indifierence and apparent trifling 
of one of his scholars. Advice, argument, ridicule and threaten- 
ing had been tried in vain. A collision became inevitable. It 



208 THE OHIO EDUCATIONAL MONTHLY. 

came, producing unwonted excitement in the teacher, and at least 
the usual amount of stubbornness and ill temper in the boy. That 
the efficacy of the rod had been faithfully tried, was quite evident 
from the marks borne by the sullen culprit. At this jucture the 
superintendent was called. There stood the boy, unresistingly ; 
but his eyes, and every feature, flashing defiance, and the teacher 
by his side, pale and exhausted. Every scholar was on tip-toe — 
every countenance speaking forth the intensest feelings. 

After hearing the teacher's statement, to which no reply was 
asked or oflFered, the superintendent calmly invited the boy to his 
room. After allowing him thirty minutes for thought and reflec- 
tion on what had just transpired, he was asked to state frankly 
and freely his account of the trouble in which he was so seriously 
involved. This was done, and his story was found to vary scarcely 
at all from the narration of his teacher. Then followed a careful 
inquiry into the caus^ which had led to it,— ^the lad soon perceiv- 
ing and acknowledging that it might have been avoided. Grad- 
ually his reason and judgment gained the sway. Conscience was 
won over to the side of the teacher. Tears began to flow. The 
point was gained, and the way fully prepared to urge upon him a 
complete revolution in his course, as well for his own sake as for 
that of his teacher, parents and friends. A bare suggestion was 
now sufficient to secure the promise of an ample apology to the 
teacher and the school ; and ever after, that pupil and teacher were 
fast friends — the former by his daily cheerful promptitude, and 
faithfulness to every duty, making ample amends for the trouble 
he had caused. 

Now, such cases, varied somewhat in their circumstances, but 
yet so substantially the same that the one just given may be taken 
as a representative example, are constantly occurring ; and how 
else can they be mot, and at the same time save our youth ? 

Take another, of a difierent stamp and of actual and recent 
occurrence. The inefficiency and oddities of a teacher had excited 
the contempt of his pupils, which they were not slow to manifest 
in ways too palpable to be pleasant. He sought revenge, and 
selected a favorite of the school for his victim*. The punishment, 
or rather revenge, was duly inflicted, and then commenced a series 
of annoyances and trials which the teacher had not anticipated, — 
though, as he had sown to the wind, he must now reap the whirl- 



SUPERINTENDENTS AND SUPERVISION. 209 

wind ! It was plain to the eye of the superintendent that some- 
thing serious, if not really tragical, would soon occur. A little 
adroitness put him into possession of the whole plot; and being 
vested with ample authority to meet such exigencies, he quietly 
suspended the school for the remaining part of the term : inform- 
ing the pupils that their teacher, as they doubtless really supposed, 
desired to be released from his post! It was, indeed, a great dis- 
appointment to have their well laid plans for the final catastrophe, 
so completely crushed ; but as the blank look and knowing wink 
passed around from one to the other, they could only smile and 
leave good naturedly. But for this intervention, a collision, with 
results which all would have regretted, seemed inevitable. 

Here is another incident of a different kind, bearing on the 
same point. In this instance the teacher was all that could be 
desired — devoted to his calling and every way successful. Being 
the winter term, a number of young men, or rather, of the larger 
sort of boys, had entered the school. From the first they had 
manifested not a little restiveness under the stringent but whole- 
some discipline there prevailing. Soon this ripened into open 
rebellion, manifesting itself finally in the most insulting conduct. 
Compromises were out of the question, and the ringleader was 
severely but justly punished. Stung to the quick, and thirsting 
for revenge, he easily procured the sympathy of half a dozen 
of his rough associates, and their cowardly promise to aid him in 
" thrashing " the teacher. I say cowardly, for either of them was 
of larger bulk than he. But there was a keen eye and a quick 
perception in that slender body, so that not a movement of the 
conspirators was overlooked or misunderstood by him. They 
watched the moment to briag on the conflict in circumstances fa- 
vorable to themselves, — ^he, on the other hand, with no apparent 
intention so to do, balking them at every turn. In this state of 
things he sought the advice of the superintendent, giving, at the 
same time, his impressions as to what the rebels intended, and ex- 
pressing his entire willingness to meet them on their own ground, 
if the interests of the school would permit. Not doubting the 
teacher's courage, and having no fears as to the final result so far 
as he was concerned, the superintendent nevertheless determined 
to expel the ringleader, and all the rest of his squad, if necessary. 
Just as he anticipated, the fellow refused to leave the room when 



210 THE OHIO EDUCATIONAL MONTHLY. 

ordered to do so, expecting, doubtless, a squabble on the spot. 
But the superintendent had made his arrangements accordingly, 
and in a few moments the City Marshal entered and politely or- 
dered the self-important upstart to follow him ; and such was the 
end of that conspiracy and of all the trouble growing out of it. It 
might, otherwise, have terminated most disastrously to all con- 
cerned. 

In the light of such facts, then, and they crowd the daily jour- 
nal of any prudent, earnest, energetic superintendent, we see the 
influence of his supervision on the general interests of the schools, 
including teachers and pupils, — ^particularly, first, in reclaiming 
individual youth from idleness to industry — ^from moroseness to 
good nature — ^from rebellion to cheerful allegiance — ^from ruin to 
self-government and respectability ; secondly, in ferreting out and 
defeating the best contrived plots, and in subduing the most unruly 
spirits. 

His influence as a medium of communication between the 
teachers and pupils on the one hand and the Board of Education 
on the other, in securing the reports and statistics required by 
law, and for other purposes, in preserving school property of all 
kinds, inspiring those, who from the influence and associations to 
which they are are constantly subject would be destoyers, with a 
taste for cleanliness, neatness, and a love of suitable decorations 
for their school-rooms and school-grounds, A valuable school- 
building, substantially and tastefully finished, was most horribly 
and remedilessly injured and defaced the very first year of its 
occupation, just for the want a superintendent to exercise a little 
care in this respect. But having already occupied more space 
than I at first intended, the temptation to go farther at present 
must be resisted. 



Coleridge says that there are four kinds of readers. The first is 
like the hour-glass; and their reading being as the sand, it runs in 
and out, and leaves not a vestige behind. A second is ]ikesk sponge ^ 
which imbibes everything and returns it in nearly the same state, 
only a little dirtier. A third is like a jelly-bag, allowing all that is 
pure to pass away, and retaining only the refuse and dregs. And 
a fourth is like the slaves in the mines of Golconda, who, casting 
aside all that is worthless, retain only pure gems. 



Corrtsponbtnte. 



A LETTER FROM THE NORTH-WEST. 

St. Paul, Minnesota, May 31st, 1860. 

Mr. Editor — Bear Sir : It has been my good fortune to spend 
several weeks in an educational tour through the North-West. I 
spent about three months last fall and winter, and a little more 
than one month this spring, holding Teachers Institutes, under the 
direction of Chancellor Barnard, Secretary of the Board of Nor- 
mal Regents for the State of Wisconsin. During this time, I at- 
tended some fourteen or fifteen Institutes, and met about fifteen 
hundred teachers. 

But the last few weeks I have been spending in Minnesota, trav- 
eling back from the Mississippi some 50 or 60 miles, running from 
school-house to school-house, and from town to town, with a view 
to acquaint myself with the physical features of the country, as 
well as with its educational status and advantages. 

While there are many things here in a crude state, as might be 
expected in a new country, yet no one can escape the conviction 
that this is, in deed and in truth, a great country. In some im- 
portant respects, she is far outstripping many of the older States 
of the east. But it is not our purpose to institute comparisons. 
We only wish to cite the reader to some facts relating to this part 
of our country. 

To one accustomed to generalize, and to seek for the hand of 
God in ordering the affairs of this nation, and in the development 
of its sources of wealth and power, it does seem that this great 
Northwest, the paradise of America, " the birthplace of rivers," 
and the nursery of great enterprises, the land of " pure and sky- 
colored waters " ; the land destined to become the home of free- 
dom, so rich in soil and marvelous in beauty, so vast in extent, 
and so bountifully supplied by nature with all that can render na- 
tions prosperous and happy — ^was by express design of the Crea- 
tor planted way back here — ^hemmed in by the " Great Lakes," 
and the forests of New York, Pennsylvania, Indiana and Ohio, on 
the east, and the mountain chains on the west — on purpose to keep 
men away from it until they had earned it, by opening up a high- 



212 THE OHIO EDUCATIONAL MONTHLT. 

way to it : thereby fitting themselves for it by a course of disci- 
pline, and at the same time fitting the other portions of the country 
for sustaining a true and profitable relation to this. 

All earthly blessings, as well as the heavenly, are enhanced in 
value by labor. Those alone are fit for them who have fought for 
them. God seldom pours his blessings in the lap of nations or 
individuals, unasked or unearned. There is always a course of 
discipline necessary in order to induce a proper appetite and ap- 
preciation. This is in accordance with the great law of nature 
and necessity. It obtains everywhere, from the lowest to the 
highest departments of labor and learning. Nations, as well as 
individuals, must earn their blessings, or they are sure to prove a 
curse to them. The Israelites served a forty years' apprenticeship 
in the wilderness, after a sojourn of 400 years in the land of Ham, 
before they were permitted to taste the sweets of the promised 
Canaan ; and even then they were required ^' to drive out the na- 
tions before them " : and so with our own ancestors. They were 
first led to the rock-bound coasts of New England, where they 
must needs wear out some of their objectionable peculiarities, — 
where, by an age of toil and suffering, they were chastened and 
refined as gold in the furnace, — where their sons and daughters 
learned their lessons of prudence, and became a hardy, staunch 
and prudent race, fitted for the emergencies awaiting them. And 
the character of the country was well adapted to develop those 
living energies and those sterling qualities. But the land was too 
narrow for them. They must have more room. It began to im- 
press its narrowness upon their habits, their religion, their educa- 
tion, their modes of living, their social relations, and possibly upon 
politics. It became the " land of steady habits " — ^too steady, in- 
deed, for the nation's good ; for the extreme of this virtue is ad- 
verse to progress. It must needs be broken up. The nation 
must be stirred to prevent stagnation. The war of the Revolution 
did this in part ; and then away back, there was the wilderness to 
be broken through, while a garden of wealth and beauty lay qui- 
etly sleeping beyond. And men had wild passions to be subdued 
and wants to be supplied, War would not do these things ; but it 
only aggravated them. They must needs work. God sent a spirit 
of enterprise among them, and their own necessities goaded them 
until they fled to the wilderness. Their own land was too narrow 



GOBJtESPONDENCE. 213 

for them, and their strong arms were aching for something to do. 
So He sent them to the forests to grub, to fell trees, to hew, to 
split, to build and grow strong, and to make the land beautiful 
with their habitations. And by and by He sends the railroad, 
which pitches the teeming thousands from the crowded cities of 
the east right into the valleys of the west, and they spread abroad, 
like ants, over all the prairies and woodlands, astonished that such 
beauty and fertility should have been concealed so long. And now 
just see what we have ! A New England amplified, huge in its 
proportions, yet possessing all the elements of beauty, while her 
means of wealth and power are multiplied ten thousand times ! 
— ^not only by additional advantages of soil and climate, but by a 
new mixing up and commingling of nationalities. Europe sends 
her millions. Behold the shrewd Yankee and the fiery French- 
man ; the staid Englishman and the honest Dutchman — ^the care- 
ful German and the impetuous son of Erin. Here, too, we find 
the broad shouldered Scandinavian, fit representative of the North- 
men. All these elements are fast mingling into one common fam- 
ily, whose product shall be a race vastly superior to any of the 
component parts. 

But such a deep stirring up, and such a general mixing up of 
elements so different, and so seemingly antagonistic, must neces- 
sarily disturb the mass. But it is steadily subsiding into that 
healthful quiet of industry, which predicts great prosperity. Such 
a commingling of forces is also calculated to stir up the bad qual- 
ities of man's nature, as well as the good. It renders sensible the 
latent heat or energies,and hence vices as well as virtues are brought 
to light. But the former, as would naturally be supposed, are chiefly 
of an outward character. They lack the polish, and hence the 
poison of refinement. Men are turbulent and wild. Sometimes 
they play cards, drink whisky, and swear. A half score of them 
are at it now in my presence, while I record their crimes ; and 
twice that number are looking on. Their foul semi-whisky and 
semi-tobacco breath poisons the very atmosphere in which I write. 
0, these are men ! men fallen a prey to beastly appetite ! Some 
trembling on the verge, others are wallowing in the pit ! But they 
are men ! — ^men in the image of God ! We must be patient with 
them, therefore, for He is. The heart of the Great Father yearns 
over them; why should we condemn them? We may not, only 



214 THE OHIO EDUCATIONAL MONTHLY. 

their views. But as bad as tLeir vices seem, I would turn from 
your polished hypocritical villain, and grasp the hand of this 
rough sinner at my side, and esteem it a favor — ^if I had to fra- 
ternize with either. There is less real harm in him, and more 
hope for him, since there are more rough comers and angles upon 
which we may begin to polish him, to educate and correct him. 
But no amount of education or polish can ever efface the deep, 
dark stains of the finished scamp. 

But not all the men of the west are of this stamp. These are, 
happily, becoming the exceptions. They are mostly hardy and 
enteprising; many of them are highly cultivated and refined. 
The most of them know how to take care of themselves^-one of 
the essential parts of a good education. This, perhaps, had not 
been the case to so great an extent, had they lacked the discip- 
line given them by the hardships of their former lives. They are 
not desperate adventurers, as the Spanish conquerors of South 
America were ; though they possess all, and perhaps more of the 
spirit of enterprise, than did these hardy adventurers. They are 
men that, with what polish a good education would give them, 
would seem reared up on purpose for developing the great re- 
source's of this mighty west. God seems, therefore, to have kept 
this goodly land until He got a race ready to occupy it : and it is 
quite certain, that had He planted this Eden on the border, and 
exposed it to settlement first, many portions of the east now pop- 
ulous with life, and teeming with wealth, would have remained 
until this day without an inhabitant, save the savage and the wild 
beast. But He has hid it way back, like He hides all beauty and 
all the choice morsels, — ^like He has hid the gold and the diamonds, 
in the hard rocks and in the sand, or deep down in the earth or in 
the waters. 

And why has he thus concealed them ? Why just to make men 
work for them. He hid the fossels for untold ages way down 
deep in the rock. There God has recorded the history of his 
creative energies — ^the world's history and God's autograph. Why 
did he not write it on the leaves of the trees, in the flowers, or on 
the surface of the earth, so plain that he that runs may read? 
Because it was necessary for man's highest development that he 
should think out this history, and dig it out with his hands. He 
delves in the earth for the facts, and in his brain for the theories 



CORRESPONDENCE. 215 

Both processes are necessary for his growth. God has hid all 
great scientific and moral truths, so that man may obey the laws 
of his being in hunting for them : for the benefits arising from the 
development of these truth are measured by the amount of labor 
bestowed in the pursuit, and not from the mere acquisition of them. 
He has hid the literature of the ancients in the hard incrustations 
of Latin and Greek : and the student that would revel in their de- 
lights must first break through this crust. He has hid the beau- 
ties and wonders of Mathematics in the hard nut of formulas and 
problems, and he that would suck their sweets must first crack the 
nut. He has hid all moral grandeur and greatness, and all spirit- 
ual life and enjoyment behind the Cross of Jesus : and he that 
would " mount up with wings as eagles," must first lift the cross, 
and carry it up his little Calvary. There is no grandeur without 
the cross. All is hid behind it. God has hid man's bread be- 
neath the soil, just to make him turn up that soil, and torment it 
until it yields him that bread. The labor, therefore, that he be- 
stows, not only makes the bread, but makes him hungry, keeps 
him out mischief, and chastens and refines his faculties. At the 
same time he obeys the merciful and divine injunction — not a vin- 
dictive penalty, or a curse, as many have supposed, but a blessing, 
a most merciful provision for man's necessities and education, viz : 
" In the sweat of thy face shalt thou eat bread all the days of thy 
life," etc. Man would become a greater loafer than he now is, 
were it not for this merciful necessity laid upon him. His own 
faculties would torment him with their ceaseless desires for activ- 
ity, and his own wants would clamor for redress. I can scarcely 
conceive of a greater hell, than the hell of perfect idleness. 

All blessings must be sought for and labored for, or they be- 
come a curse. ^^ Ask, and ye shall recieve ; seek, and ye shall 
find." Merely wishing for blessings will never bring them. They 
must be asked for, and sought in the Heaven-appointed way — 
through toil and strife. God has hedged them about with difficul- 
ties, just to keep lazy loafers from stealing them. Hence they are 
deprived of them by sacred authority. Truth closes her lips 
tighter than an oyster-shell against all idle intruders. She only 
opens them when hard pressed, and then only to the patient la- 
borer. She spits upon the insipid fool who only dallies with her 
tresses, but throws wide her arms to embrace him who daily wor- 
ships at her shrine. She hides her choice treasures deep in her 
own bosom, and he alone can call them hence who pays the pen- 
alty in labor. She plays the coquette with all her votaries, shun- 
ning them but to excite and strengthen them, until she is com- 
pelled to yield; and then, how sweet her kisses are! Her 
breath is the pure zephyr, and the taste of her lips is the taste of 
nectar. 



216 THE OHIO EDUCATIONAL MONTHLY. 

Such is truth, and such is labor. Such is the west, and some of 
the conclusions that force themselves upon the careful observer. 
And this leads us to inquire into the future of this great country, 
and the character of the education best suited to her wants. 1. It 
seems plain that God had a purpose in exposing the poorer parts 
of our country to settlement first. This purpose has been held up 
in the preceding views. It seems equally plain that superior ad- 
vantages and outlay of means demand superior men to manage 
them. Hence I believe it is God's intention to raise up a better 
race of men and women here in this strangely beautiful country, 
than has ever yet existed on the face of the earth. I believe this 
was his intention when he made such an extravagant outlay of 
means — such a marvelous display of beauty — ^and hedged them 
about as he did, and guarded them for centuries, while the old 
world was plethoric of power, — or, until every thing was ready. 

And this, Mr. Editor, leads us to inquire after the character of 
the education necessary to produce these results ; or necessary, 
rather, as co-operative means which God can make use of for the 
accomplishment of his great designs. But this must be reserved 
for another letter. Thine, JOHN OGDEN. 




at^tmatical §eprtmtnt. 



PROBLEMS FOR SOLUTION. 

No. 10. By the Editor. — If 9 gentlemen or 15 ladies will eat 17 apples in 5 
hours, and 15 gentlemen and 15 ladies can eat 47 apples of a similar size in 12 
hours, the apples growing uniformly ; how many boys will eat 360 apples in 60 
hours, admitting that 120 boys can eat the same number as 18 genUemen and 
26 ladies ? 

No. 11. By the Editor.— A, B, C and D make up a stock of $1924. A's 
money was in trade 4 years, B's 3, Cs 2, and D's, 1. At the end of the 4th year, A 
took for his share of the stock and gain $1296, B $931, C 642, and D's gain 
was $79. It is required to find the stock of each. 

No. 12. By the Editor. — How far would a man have to travel to wind round a 
post three feet in circumference a thread 113 yards long, provided he keeps the 
thread continually straight and the ratio of the circumference of a circle to its 
diameter be as 355 : 113? 



To OUR Readers. — The short space of time between the issue of the June 
number of the Monthly and the July number has not given our contributors 
time to send in any solutions. 

Communications for this department should be sent to W. D. Henkle, Leb- 
anon, Ohio. 



^bitorial §epartmtnt. 



LOGICAL WRITING. 

We greatly admire logic in writing. We like clear statements of principles ; 
induction and deduction in fair balance; argument cloeelj wrought in simple 
but earnest words ; the several parts of a discourse firmlj dovetailed together, 
and rendered impervious to the tongue of the gainsajer. Twelve thousand 
copies of Worcester's Dictionary have been ordered from England, and we trust 
that they will exert a ^^ helevating "• influence on the literature of our cockney 
cousins. N. B. — That participial adjective is not an originality with us. We 
heard it the other morning in a prayer-meeting, from a native Briton. Certain 
tracts he thought well adapted to exert a ^'helevating" influence on the young. 
It is our opinion that the Nassau Street Tract Society is exerting just that influ- 
ence on old and young. We are sorry to think so, but such thoughts we have. 
Speaking of Dictionaries reminds us that one of the publishers of Webster's Un- 
abridged has lately formed a life partnership with a Michigan lady. In making 
this selection we doubt not that he has acted upon the principle — " Get the 
Handsomest, Get the Best"! May their happiness ever remain "Unabridged". 
Lynch law is sometimes a terrible thing, as the Vicksburg gamblers some years 
ago discovered. On the other hand it is sometimes a beautiful and blessed insti- 
tution, as our readers may discover by a visit to the Circleville Schools. The 
day we recently spent in those schools gave us the impression that it would do 
a large number of our cities, villages and townships extensive good to be sub- 
jected for an indefinite period to the constraints and restraints of the Lynch 
code. Lynchism is not necessarily mobism. There is no despotism so terrible . 
as that of unlimited democracy, which once ruled in Paris, and which once a 
year rules in Baltimore. Intensified " Uglyism " is the ugliest of all the sons of 
Satan. The " one man power" is, as a general rule, an odious style of govern- 
ment But many of the best schools in Ohio owe their excellence to this kind 

of authority. Go to the town of ^ and you will find that one man is the 

mainspring of all the educational forces that are there in action. He worked 
up public sentiment in favor of a thorough school organization ; his influence 
carried the vote in favor of taxation for good school buildings; he managed to 
secure first class teachers ; and his pervading spirit carries on those schools with 
efficiency and success. In these remarks we have no special reference to Mr. 
Purcell, of Washington C. H., for there are a hundred other towns in Ohio 
whose noble schools live and move and have their being as the result of the " one 
man power." We trust that the President of our State Teachers' Association 
will not forget that his great-grandfather presided over the Continental Con- . 
gress. The old gentleman was very strict in enforcing rules of order. When a 
delegate was disposed to afflict the body with irrelevant bosh, he made the fellow 
shut his mouth and take his seat But for this efficiency we might still wear the 



218 THE OHIO EDUCATIONAL MONTHLY. 

British joke ; no star spangled banner would float on the breezes of " Ui aiiti- 
gated freedom"; no American eagle would perch upon our mountain tops, 
spreading his glorious pinions from ocean to ocean; the "Mount Vernon Papers" 
never would have been written; and last, but not least, the Ohio Educotianal 
Monthly would never have seen daylight Therefore we are decidedly iu favor 
of having the best of order preserved at our Newark meeting. It will last but 
two days, and there will be no time which we can afford to throw away. 




ont^ls SleiDS. 



The Twefth Annual Meeting of the Ohio State Teachers' Assogiatiok will 
be held at Newark on the 5th and 6th of July, commencing at 9 o'clock A. M. 
of the former day (Thursday). The following is the programme of exercises: 

Thursday A. M. — Inaugural Address by the President; Enrollment of Dele- 
gates ; Report on Supervision, by M. F. Cowdry of Sandusky. 

Thursday P. M. — Report on the Classics in reference to Rational Education, 
by Geo. H. Howison of Harmar ; Report on High Schools ; Miscellaneous Busi- 
nesa 

Thursday Evening — Report on the Life and Services of Hon. Horace Mann, 
by W. T. Coggeshall of Columbus ; The Annual Address, by Prof R B. Andrews 
of Marietta. 

Friday A. M.— Report on the Culture of the Will, by K H. Allen of Chilli- 
cothe ; Report on the Examination of Teachers, Hoa J. A. Qarfield of Portage. 

Friday P. M. — Address by W. E. Crosby of Cincinnati; Election of Officers; 
Miscellaneous Business. 

Lady delegates will be entertained in private families The Hotels propose 
liberal terma The usual half fare tickets will be solicited. 

R R WHITE, CL Ex. Com. 0. T. A. 



The following railroads will carry delegates to the annual meeting of the 
State Teachers' Association, at Newark, July 5th and 6th, for half fare: Pitts- 
burgh, Fort Wayne k Chicago Railroad ; Springfield, Mt Vernon k Pittsburgh 
do. ; Sandusky, Mansfield & Newark do. ; Cincinnati, Wilmington k ZanesviUe 
do. ; Little Miami, Columbus k Xenia do. ; Central Ohio da ; Cleveland, Zanes- 
viUe k Cincinnati do. ; Cleveland, Columbus k Cincinnati da Other compa- 
nies in the State have been written to, but have not yet been heard from. It is 
presumed they will make a similar arrangement 

R W. STEVENSON, Sec'y 0. T. A. 

National Teaghers' Association. — In August last, during the session of the 
National Teachers' Association, held in Washington, D. C, the Board of Direct- 
ors, accordingto the provisions of the constitution, 

Resolved^ That the next meeting of the Association be held in Madison, Wis- 
consin; commencing on the second Wednesday of August (the 8th), and con- 
tinuing four day& 



MONTHLY NEWS. 219 

Bat in view of several considerations, and at the recjuesi of many members of 
the Boardj and others of the Association, it is considered best to change the 
place meeting from Madison to Buffalo, New York. 

The third annual meeting of the Association will, therefore, be held in Buffalo, 
on the second Wednesday of August next (the 8th), commencing at 10 o'clock, 
A. M. This change of place is called for by many, both East and West; indeed, 
the proposed change meets with the general approbation of alL 

Tne friends of the cause in Buffalo, extena to us a hearty welcome: They 
pledge themselves that every facility shall be afforded for the business of the 
Association, and that they will do all in their power to make the occasion one of 
pleasure and profit 

Arrangements will be made with the hotels for a reduction in the price of 
fare. Ladies will be entertained gratuitously. On the principal lines of travel 
the usual reduction of fare is expected. 

It is well known that the City of Buffalo is a most delightful summer resort ; 
cool and healthy, and that the people are noted for their public spirit of gener- 
ous hospitality. It will be remembered that Niagara is within a few miles of 
the city, and can be visited at any hour of the day. 

Arrangements have been made to secure able and popular lecturera Several 
important reports and other papers will be presented. The meeting is expected 
to be one of the most interesting ever held in the country. Particulars will be 
given in a few days, in the programme of the meeting. 

J. W. BULKLEY, Pres't 

Z. RiCHABDs, Sec y. 

CiNciNNATL — The Union Board, having special charge of the High Schools, 
have made an effort to raise the salaries of the Principals of Woodward and 
Hughs Schools to $2000— but the School Board would not consent to the in- 
crease. The Principals of the Cincinnati High Schools are receiving the lowest 
salaries paid in this country for like positions. Why this should continue in a 
9ity having the deservedly high reputation for public schools that Cincinnati has, 
we have as yet been unable to understand. The expenses of the High Schools 
are borne partly by the income of the Woodward and Hughs funds, which, it 
seems to us, would remove the nsual objection to paying teachers what their ser- 
vices and ability are worth ; as the whole burden does not, in this case, fall on 
the tax-payers. We hope the School Board will reconsider the matter, and pay 
their Principals the $2000 asked for, and raise the salary of the Superintendent 
to $2500, — salaries which are worthy of the Cincinnati school system ; if such sal- 
aries are not paid, we do not doubt that the talent and experience now engaged 
in these places, will be sought for elsewhere, or they will finally be induced to 
engage in other and more lucrative pursuits. 

The salaries of the first Male Assistants of the Intermediate schools have 
been raised to $900. One more large district school building will be erected 
this summer. 

Mr. P. L. T. Reynolds has resigned the Principalship of the Tenth District, 
and Mr. A. E. Tripp has been elected to fill the vacancy. 

Prof Henry T. Crawley, of Mount Auburn Seminary, was mysteriously mur- 
dered on the morning of June 7th, on Main street near Hunt, while on his way 
home from the Opera, with two young ladies belonging to the Seminary. Prof. 
Crawley was an accomplished gentleman and scholar. He was beloved by all 
who knew him, and his loss will be seriously felt in the community. 



220 THE OHIO EDUCATIONAL MONTHLY. 

Prof. Soule, lately asssociated with Mr. Brooks of Cincinnati, has been em- 
ployed as first Assistant in the Boys' Academy of that city, at a salary of $1800. 
This is the highest salary paid any teacher in the Queen City. This shows that 
individual enterprise can do what the great city of Cincinnati dare not da If an 
assistant in a private academy can command $1800, should not a principal and 
superintendent in the same locality receive more than $1750? Andrew J. Rick- 
off, former Superintendent of the Cincinnati Schools, is the Principal of this 
Academy, which leads off in offering living salaries to men of talent and ability 
in the profession. 

The School Board at Cincinnati has dispensed with examinations upon the 
transfer of pupils from the district schools to the intermediate schools. 



Dayton. — The Teachers of Montgomery county and vicinity, will hold a 
Teachers' Institute at Dayton, commencing July 3d, which will continue four 
weeks. The Teachers as elected, are Messrs, Hall, Principal of High School; 
Crumbaugh, Assistant in High School; Mrs. Stevens, do.; Butterfield, Ellis and 
Fenner, Principals of Ward schools. With such a corpse of Teachers, the In- 
stitute will undoubtedly be well attended, and highly beneficial to the students. 
We are sorry, however, that it was not put off one week in order that such as 
wished could attend the meeting at Newark, without losing time in the Dayton 
Institute 

The School Board of Dayton have lately effected a consolidation of the Day- 
ton and Public School Libraries, making a very respectable cc^ection of valua- 
ble books numbering about 7000 volumes. They occupy a fine room in the 
central part of the city, and have it open three nights and Saturday of each week. 

The Eastern School House is to be removed, and a fine large building will be 
erected in its place this summer, at a cost of $10,300. Our Dayton neighbors 
will have good school buildings. 

At last the salaries of the Principals of the schools in Dayton have been 
raised. The Principal of the High School will hereafter receive $1200 ; his Male 
Assistants, $1000, and the Principals of the Ward Schools, $1000. 



Athek& — The Commencement at old Athens, which closes on the 12th, will 
be an occasion of unusual interest. Two Alumni of the University, who grad- 
uated before any who now receive their diplomas were born — E. W. Sihon, D. D., 
who will deliver the annual address, graduated at Athens in 1827, and Thos. Ew. 
ing, who will deliver the Alumni address, in 1815. The Alumni reunion will no 
doubt be an affair long to be remembered by the good people of Athens, and all 
who are fortunate enough to be there These reunions of old schoolmates are 
social and intellectual treats, which are very properly growing more and more 
popular. 

The Teachers of Athens will hold a Teachers' Institute on the 23d of July. 
The following Board of Instructors shows that the University does not hold itself 
aloof from common school interests. That's right, fiiends, we are engaged in a 
common cause 

S. Howard, D. D., Pres. 0. University, Principal, and Lecturer on English 
Language. 



MONTHLY NEWS. 221 

Pro£ J. C. Zachos, of Cincinnati, Elocutibnist 
Pro£ J. G. Blair, 0. U., Lectnrer on Natural Sciencs. 
Prof W. H. Young, do., Lecturer on Arithmetic and Elementary Drawing. 
Prof E. T. Tappan, do., Lectnrer on Methods and School Government 
J. H. Doan, Athens Union Schools, Lecturer on Geography and Grammar. 
We hope Athens county will not forget that we ought to have 125 subscribers 
for the Monthly from that part of Ohio. 



Wkstirn Resksye SxMiNART. — The anniTCtsary of the Philomathian Literary 
Society took place on Wednesday Evening June 20. Commencement exeroises 
occured on Thursday the 2l8t. 



Waarxn High School. — The Anniversary Exercises of the High School took 
place at 9} o'clock A.M., on the 22d ult. 

A Spelling Match was held on the 2l8t ult. Citizens of Warren, young and 
old, competed for the prize. Webster's Unabridged Dictionary, (Pictorial Edi- 
tion,) and other prizes were awarded to the succeseful competitors. McGuffey's 
Spelling Book was regarded as the standard in pronunciation and orthography. 



Spbinofixld High School. — The citizens of Springfield decided, at their late 
eleotioQ, to discontinue the High School and Superintendent; accordingly on the 
22d ult., this school was closed. This is a backward step for Springfield, and 
we hope it will be speedily corrected. The High School has been a success under 
the principalship of Mr. E. P. Ransom, and the schools will, undoubtedly, feel a 
serious loss in its discontinuance. 



The Xbnia Union Schools closed on the 22d ult., when a class of graduates 
received their diplomas. The school is under the superintendence of Mr. Twitch- 
ell, and the Torchlight says, " We are pleased to learn that the schools have been 
successfully and satisfactorily conducted during the session just closed." 



Xbnia Female College. — The commencement took place on the 26th of June. 
The address was delivered by Rev. L. D. McCabe, D.D., of the 0. W. University. 



BucTRUS NoEMAL ScHooL. — Funds have been raised to establish a Normal 
School at Bticyrus, and application made to the School Commissioner to recom- 
mend a principal. • 



Kenton College. — On Tuesday, May 29th, the graduating class of 1860 
planted the Ivy at the east front of the College. It is said to be a growth from 
one planted by Sir Walter Scott, at Abbotsford. 



The School Tax of Perrysburgh has been reduced from seven mills on the dol- 
lar, to four for this year. 



Br A typographical error in the June number of the Monthly we are made to 
say, that Mr. Holbrook's Normal Institute would commence July 25th. We 
intended to say June 25<A. See full particulars in advertisement published in 
our May number. 



222 THE OHIO EDUCATIONAL MONTHLT. 

Dr. R Thompson, President of the Ohio W. University at Delaware, has been 
appointed Editor of the Christian Advocate at New York City. We regret to 
lose Dr. Thompson from the work in Ohia He has been one of our best and 
greatest men. We wish him the abnndant saccess which his eminent fitness for 
the post deserves. 



Prop. John Ooden. — ^We learn from the Minnesota papers, that John Ogden, 
of Ohio, has been appointed Principal of the State Normal School of Minnesota, 
at $1400 per annum, and that the school will be opened immediately. Mr. Og- 
den has long been one of our most active Teachers and laborers in the educa- 
tional field. While we regret that Ohio must lose the active services of Mr. 
Ogden, we congratulate our young sister State on the acquisition of a spirit that 
will do efficient service in the inception of her school system. Under his man- 
agement the Normal School will be prosperous, and the schools of Minnesota 
will be well supplied with good Teachers. 



Rev. Dr. Hitchcock, of Amherst College, Mass., has received recently the 
merited honor of an election to the Imperial Geological Institute of Austria. 



Prof. C. A. Goodrich, of Yale College, died recently in New Haven, his na- 
tive city. Prof. Goodrich was a successful author and editor. He was author of 
a Greek Grammar and a series of Latin and Greek Lessons, and editor of the 
Christian Spectator for 10 years. He also prepared the revised edition of 
Webster's Dictionaries. His loss will be severely felt in all parts of the Ameri- 
can educational field, but more especially at Yale, where he has been engaged 
so long both as an instructor and minister. 



Mr S. G. Goodrich, the celebrated Peter Parley, died suddenly in New York 
since our last Mr. G. was the author of a series of Peter Parley's Tales about 
America, numbering one hundred and seventeen volumes, ^'Recollections of a Life- 
time," and U. S. History. Under Mr. Fillmore, he was Consul at Paris, where he re- 
flected much credit upon his country and upon himself. His loss will be se- 
verely felt by all his friends. The millions of little ones who read his wondrous 
stories will drop a tear for their good old Peter Parley. 



Prof. D. H. Baldwin will hold a Masical Convention at Xenia, commencing 
July 3d, to be continued 4 weeks. Prof B. has long been a successfol teacher 
of music, and was one among the first who began these conventions in Ohia 
His success in Cincinnati for the last few years, is a sufficient evidence of his 
eminent ability for the post We refer to the advertisement which explains itself. 



We desire to call attention to the advertisement of Butler s Ink. We have 

used it for several years, and it has grown better and better, until now we cannot 

distinguish between it and Arnold's, which has such a wide reputation in Ohio. 

This is home manufacture, and if good, certainly ought to be encouraged. 
We call special attention to our new advertisements. Examine them all 
Clark's Scool Visitor — The place of publication for this popular little 

sheet has been removed from Pittsburgh to Philadelphia. The office is 411 

Walnut street 



80OI1 Sotitts. 



Outlines of History. Illastrated by numerous Geographical and Historical 
Notes and Maps; embracing, L Ancient History, 11. Modern History. By 
Marcus Willson 

This is a " School Edition " of a most valuable history. " Willson's Historical 

Series " is too generally and favorably known to need either announcement or 

commendation. But this number has recently come under our eye, and we can 

not deny ourselves the pleasure of saying that we know of no better work of the 

kind. It is sufficiently full for its purpose; the style is clear and vigorous, and 

its statement of facts reliable. 

Elementary Anatomy and Physiology, for Collegies and Academies. By 
Edward Hitchcock, D. D., LL.D., and Edward Hitchcock, jr., M. D. 

If D, L and M, duplicated and re-duplicated, have any force when employed 

to back up men's names, this surely should be an excellent work. And such it 

is. We believe that it is adapted and destined to be highly useful The elder 

Hitchcock is known throughout the land, and in other lands, as one of our most 

learned men. The younger seems to be a legitimate branch of the parent vine. 

The work is sufficiently scientific and thorough, while its style is pleasing and 

popular. The illustrations are unusually fine. 

The American Debater. By James N. McElligott, LLD. 

We have omitted most of the title-page of this most excellent work, not hav- 
ing patience to copy what would cover nearly two written pages of cap paper. 
But the book we commend to all who would become accomplished deliberative 
oratora Young men will find it greatly to their advantage to make this work a 
study. The rules of debate and the laws of parliamentary order are clearly 
stated. Just here we take the liberty of hinting that if every man who shall 
take part in the next meeting of the Teachers' Association, will read this book 
before July 5th, it will greatly facilitate business. 

The Humorous Speaker: Being a choice collection of amusing pieces, both in 
prose and verse, original and selected, consisting of Dialogues, Soliloquies, 
Parodies, etc. Designed for the use of schools, literary societies, debating 
clubs, social circles and domestic entertainment By Oliver Oldham. 

Genuine humor is a capital thing in its place, — a capital thing. It doeth 
good like a medicine, yea and more than a medicine. For headaches and 
heartaches it is a cotholicon, pleasant to take and pretty certain to cure. The 
science of pharmacology has never found out a panacea for certain classes of 
ailings so good as a pure article of humor. But all medicines may be adulter- 
ated and rendered worthless, or worse. And so of humor. Many retailers of 
humor — so called — ought to be indicted for dealing in a spurious article; old 
second hand drugs which have been so long exposed to the weather as to become 
stale, insipid and dead. 

The work under review is partly genuine and partly not — wise and foolish, in 
about the same proportion as were tne virgins who went forth to meet the bride- 
groom. 



224 THE OHIO EDUCATIONAL MONTHLY. 

Thb Art of Elocution, exemplified in a systematic course of exerceises. By 
Henry N. Day, author of " The Elements of Art of Rhetoric." Cincinnati, 
Moore, Wilstacb, Keys & Go. 

This is a good book, prepared by a good man for a good purpose. The anther 

was, some thirty years ago, yaledictorian at Yale, and then tutor in that College. 

Subsequently for some years he was Professor of Rhetoric in Western Reserve 

College, and now he worthily fills the office of President of the Ohio Female Col* 

lege, at College Hill. A better text-book upon the art of elocution we have 

neyer met. 



*— •- 



Official Seprtmtnt. 



Office op State School Commissioner, ) 
Columbus, 0., July. ], 1860. j 

The Board of Ediication in Township consists of eight members, ex- 
clusive of the township clerk. At a recent meeting there were present four 
members and the clerk ; making five in alL 

Question — ^Was that a legal meeting for the transaction of business ? 

AfiBwer — Section 20 of the School Law says, that a majority of the members 
of the Board shall constitute a quorum for the transaction of business. The 
township clerk is not entitled to a vote in the Board, and is not a member there- 
of except for clerical purposes .As four members do not constitute a majority 
of eight, a quorum was not present, and no business could be transacted. 

Our town, previous to the passage of the Akron School Law, was divided into 
four school districts. After the passage of that law one district, although we 
were an incorporated village, adopted that law. After the passage of the act of 
1849, the other three districts organized under that act But the one district 
under the Akron law refused to come in. 

Question — Can any part of an incorporated village organize itself into a 
school district under the Akron law ? 

Ajisioer — Without hesitation I answer this question in the negative. See 
Ohio School Laws, chap. iv. pp. 46 and 47. 



The Board of Education in have appropriated $400 for building a 

school-house in one of the sub-districts. 'The people in the neighborhood propose 
to subscribe enough more to build a large house with an upper room for a High 
SchooL Some object on the ground that the State fund and individual dona- 
tions can not be applied together for building purposes. 

Question — Is this objection well taken and valid ? 

Answer — I see no valid objection to building a school-house in the manner 
proposed. Section 68 of the School Law gives Boards of Education authority 
to receive donations for the benefit of the schools under their charge. The 
house when completed must be controlled by the Board of Education. 

ANSON SMYTH, Commissioner. 



TBB 

OHIO 



EDUCATIONAL MONTHLY. 



AUaUST, I860. 



Old Series Vol. 9, Ho. 8. Hew Series, Vol. 1, Ho. 8. 



INAUGURAL ADDRESS. 

BY JOHN HANCOCK* 

Ladies and Gentlemen — Members of the Association : 

Let me congratulate yon on the tappy circumstances under 
which, after another year's labors, so many of us have been again 
permitted to assemble for counsel, and for social intercourse. 

Permit me, at the opening of the few remarks I may have to 
make, to return to you my sincere thanks for the high mark of 
your approval and the honor you have done me in placing me in 
the position I am to occupy during the present session : and not 
only for this mark of your regard, but for the many others I have 
received from you during my connection with this Association. 

Let me also express the hope that this meeting of the Associ- 
ation — ^the last at which I shall ever probably preside— may not 
be inferior to its predecessors in interest, and in its contributions 
to the progress of our cause ; but rather may be remembered by 
every friend of popular education, as one in which flagging inter- 
ests and dormant energies were aroused, and in which wise coun- 
sels prevailed. 

To this end it shall be my endeavor, in all the deliberations of 
this Convention, to enforce, so far as I understand them, the par- 

* President of the State Teaehere' Association, and Principal of the First Inter- 
mediate Sehool, Cincinnati. 



226 THE OHIO EDUCATIONAL MONTHLY. 

liamentary rules, divested, of course, of all those formalities which 
seem to have been invented to enable a factious minority to thwart 
the will of the majority, and to retard business. In this endeavor, 
I trust I shall have the hearty concurrence and assistance of every 
member of the Association, for I am convinced that it is only by 
a rigid adherence to parliamentary usage that perfect fairness may 
be secured to all parties. 

And shall I be deemed presumptuous, if I express the hope that 
we shall find among us none of those who, like the messenger in 
Bible story, shall be found running, having no tidings ready ; nor 
yet many of them who seem to be possessed by what may be termed 
a demon of resolutions, and whose special mission it seems to be 
to ofier resolves in deliberate assemblies, and to consume valuable 
time in making speeches thereon, looking to no determinate action, 
and embodying only the baldest and stalest common-places. 

I believe I but speak the unanimous voice of the Association, in 
saying that we desire the freest and fullest discussion of every 
topic worthy of discussion which may come up ; but at the same 
time desire that there may be no long-winded speeches ; that the 
speaking may be spirited, prompt, sharp, and go directly to the 
heart of the subject, while it shall be characterized by a courtesy 
devoid of bitterness and personalities. 

Carlyle has somewhere said : " Not what I have^ but what 
I can doy is my kingdom." Had he asserted the kingdom to be 
not what we can do, but what we have to do, the teachers of our 
State might justly claim a very ample heritage. The stone which 
we had with so much labor rolled up the mountain side is begin- 
ning to return upon us, and our work is partly to be done over 
again. 

The short-sighted and illiberal policy of our Legislature last 
winter, in repealing the Library law, backed, I am grieved to say, 
by a few of our newspapers, can not but be a source of 
profound regret to every friend of progress. 

There is rapidly developing amongst us a taste for reading, and 
it is a matter of no little importance that this taste should be di- 
rected in the proper channel ; that it should be fed with proper 
food, and not with poison. Free libraries will furnish the former 
—-our thousands of flash newspapers the latter. 

The question resolves into this : Shall we have purity and no- 



INAUGURAL ADDRBSS. 227 

bleness cultivated among our people, or that impurity and reck- 
lessness that convert men into brutes? One of these we must 
have. Our legislators have chosen ; shall we — ^will the people — 
abide by this choice ? I trust not. Let the just indignation of 
the people fall upon and consume them. ^' Let them be remem- 
bered at the polls." 

For my own part I shall ever look upon free books as the means 
next in importance to the free schools in the cultivation of the 
popular mind ; and I shall always speak and labor for them with 
whatever of ability I may possess. The liberal policy would have 
been to amend the law in those points in which it was defective, 

not to destroy it. 

The development of the natural resources of our State is, of 

course, of the first importance. But is that any reason that the 
minds of our people shall, mole-like, burrow in the earth they cul- 
tivate ? Shall the feverish desire for wealth increase in a geomet- 
rical ratio with the facilities for its acquisition ? Such seems to 
have been the case for the last few years ; yet it ought not to be 
so. Nobler culture and purer tastes should go hand in hand with 
increased wealth. A liberal expenditure by the State to secure 
these, is the truest economy ; yet we hear firom many steadfast 
friends of free schools cautious warnings in regard to levying taxes 
to sustain them, lest the people should rebel. For myself, I now 
have, as I have always had, a better opinion of our people. These 
foreboding friends of the schools are deceived ; what opposition 
there may be to taxes for this purpose, comes not from the people 
at large, but is the sniffling cant of professed politicians, whose 
sole aim is, by a kind of plausible demagogueism, to advance their 
own selfish interests. It would be well, could we return to the 
Grecian system, (for which I have a profound admiration,) and 
ortracise these demagogues. Among us, these pests to society 
seem to be cat-lived. Having killed them in one place by a most 
decided popular vote, and buried them deep beneath public con- 
tempt, yet they are sure to turn up somewhere else, just in time 
to prove the bane of some good cause. 

If the State shall determine to pursue a starving, miserly econ- 
omy towards our public schools, let it save all by abolishing them 
altogether, and abandon education to private enterprise. Let not 
the people be mocked by a show of culture without its substance. 



228 THE OHIO EDUCATIONAL MONTHLY. 

We hold it to be Belf-evident that the great masses in erery 
nation, and nnder eyerj form of government, mast be educated by 
a system of public instruction, or not at all. And were our legis- 
lators to suspend the operations of our schools but for a single 
year, they would learn the views of the people in most unmistake- 
able terms. The mass of our people bear the lot of poverty and 
toil that falls to them, not without grumbling, it may be, yet 
without violent outbreak; but inaugurate any system looking 
towards a withdrawal of those facilities for education, that in 
some sort, place all men on a common level, depriving them of the 
hope of ever rising to a better condition, and reducing them to a 
condition of serf-bondage, and, unless we much mistake their 
temper, you would raise a storm of indignation that would sweep 
from the management of affairs both pettifogging statesmen and 
pettifogging notions of public policy. Education has already 
raised a spirit among the people that no exorcism of politiciaxis 
can ever lay. Our schools must then go on, and the questions we 
are here to consider are as to the best means of making them more 
effective and more worthy the public confidence and regard. 

Time was when this Association was a power in the State for 
good. I see around me to-day the warriors who, in its earlier 
days, fought hard battles and won great victories. As in time of 
a sudden invasion by an enemy, the veterans of former wars, who 
have long rested in the shade of the olive tree, arise, gird them- 
selves and go forth to battle, so we may expect to see again our 
veterans buckle on their armor and take the field. 

There seems to be a conviction among the most earnest and best 
informed of our educators that we have about reached that point 
when it will be necessary to go over the whole field of educational 
controversy ; and, although we have no more doubt of the final 
result than we have of the ultimate triumph of truth over error, 
yet the attainment of this result, by our indifference and inaction, 
may be long retarded ; and we can not, humanity can not afford 
to wait. The field is whitening for the harvest and reapers are 
called for. 

This meeting of our Association has been looked to as the pivot- 
point in its history, and the question has been anxiously and fire- 
quently asked as to what was to be done at it. The Chairman of the 
Executive Committee has made such provision as warrants the ex- 



INAUGURAL ADDRESS. 229 

pectation that our discussions shall not deal in '^ glittering gener- 
alities/' but lead to practical results. Notwithstanding this, you 
will permit me to call your attention to a few additional points. I 
have felt a strong interest in education in the rural districts for 
many years ; and I have felt that the interest in union and graded 
schools has too much excluded them and their wants from the 
consideration of the Association. This may have been partly 
owing, also, to the inherent difficulty of fixing upon any plan for 
bettering their condition. But when we reflect that more than 
three-fourths of our youth are educated in these schools, it seems 
to me highly proper that they should receive more of our atten- 
tion, and that an effort at least should be made for their benefit. 
I think I but express the conviction of the best informed of country 
teachers, in saying, though something may have been done for a 
more thorough education in country places, yet the progress is far 
less than it ought to have been, and that many regions are yet 
almost destitute of any instruction that is really valuable. The 
improvements which have taken place must be attributed almost 
entirely to the increased efficiency imparted to their teachers 
through the means of the Institutes held in the different counties. 
This Association has always taken a friendly interest in County 
Institutes, yet I would recommend that more active measures be 
adopted for their encouragement. Means should be devised to 
furnish the counties which are still destitute. 

In addition to this, I would recommend the subject of the cre- 
ation of the office of County Superintendent of Schools, hy the leg- 
UlaturCy to the consideration of the Association. The subject has 
heretofore received some attention from you, but with no definite 
results. The system has been found to work well in other States, 
and I know of no other means by which the whole people may be 
reached. It is the people we must look to in all these movements. 
We ought to have men to visit every school-house in the land and 
talk to the people of education. They might not have large 
audiences at first, but the time will come when they would be lis- 
tened to with interest. I have heard it said that when Horace 
Mann first started out to lecture the people on education, some of 
his meetings were attended by not more than a dozen persons ; yet 
he was not discouraged, but persevered, and the value of the fruit 
of that perseverance to Massachusetts, nay, to the whole country 
never can be estimated. 



230 THE OHIO EDUCATIONAL MONTHLY. 

This measure would undoubtedly encounter opposition, but even 
that, if we should not succeed in our object at last, would do us 
good. Discussion must always result to our advantage. There is 
nothing we have so much to fear as indiflFerence. Let the people 
but once take sides, and interest is sure to be awakened. If we 
can not have County Superintendents, let us then try for District 
Superintendents, each district consisting of a few counties. Even 
this would be a great gain. 

I am glad to note, as a sign of genuine progress, the disposition 
on the part of Probate Judges in the diflFerent counties, to appoint 
none to ihe office of County Examiners but practical teachers. 
These examiners, wherever they faithfully discharge their duties, 
are steadily advancing the standard of teachers' qualifications. It 
should be a point with all genuine teachers, in their respective 
counties, to support their examiners in rigidly requiring such qual- 
ifications on the part of applicants as will effectually shut out from 
the profession the manifestly unworthy. No men are more sub- 
jected to carping, ill-natured criticism, than they. The truly de- 
serving will frown down all such exhibitions of malignity. The 
method of written examinations, which I believe is the one now 
generally adopted, has superior merits in this, that it furnishes an 
exact and equal standard for all, as well as always being an acces- 
sible record, to which the examiner can refer the ignorant and dis- 
appointed candidate — and a beautiful record it frequently is ! 
Good trustees are quite as important to the prosperity of a school 
as good teachers, yet we can only reach this matter by operating 
on the people. Instead of the selection being made from the wisest 
and best men in the community, they are too often selected by the 
gambling operations of vile partisanship. 

Since January, all official connection between the Association 
and our Educational Journal has ceased, though I trust our inter- 
est in it, as an important educational means — ^very important to 
every teacher — will continue unabated, and that we shall not fail 
to give it a generous support. Under the management of its new 
publishers it has been made one of the most attractive and inter- 
esting of all our educational periodicals, and I am glad to be in- 
formed that it is enjoying a very fair patronage. I have no doubt 
that the new arrangement wtU prove a good one for the Associ- 



INAUGURAL ADDRESS. 281 

ation— relieving it from much financial embarrassment— and I hope 
it will be remunerative to the publishers. 

There remains one other point to which I wish to call your at- 
tention very briefly. This is so full of moment, that I have pur- 
posely left it to the last. In what I shall say upon it I shall but 
speak the opinions of the foremost in educational undertakings. In 
years gone by, the Association did a great work, almost by a single 
means — and to the labor of its agents may, in a great measure, be 
attributed whatever of nobleness and pre-eminence in education 
our State has attained. Assisted by your counsel and your aid, 
they have made a noble and ineffaceable record in our educational 
history. The question is now for you to decide whether, looking 
forward to other, and it may be, nobler achievements, we shall 
again venture, as we did in former years, with confident hopes, 
upon a similar course. All methods and systems are but senseless 
forms, until vitality is breathed into them by an energetic, enthu- 
siastic worker, who shall infuse the cause with the elements of Lis 
own spirit. Gould we put such a man into the field, I doubt not 
we should soon see the old flame re-kindling, and instead of the 
indifference that manifests itself among our teachers, we should 
see uprising a mighty spirit of work ; of the work that looks not 
alone to money for its reward, but to a reward far nobler. 

In reviewing the whole field, though some portentous clouds 
hang about the horizon, we have faith that the light of free edu- 
cation will dissipate them ; and, though often perplexed, we are 
not in despair. Though the interest of the people may seem dead, 
we think it but slumbers, and needs only the proper means to 
arouse it into action. I have seen enough in the crowds that 
have attended all the closing exercises of our own schools, which 
have lasted through two weeks, to convince me where the peoples' 
heart is. 

The year, which has been abundant in joyous scenes, has not 
been without its sad and solemn ones. Since our last meeting, the 
black shadow of the wings of the Angel of Death has fallen upon 
our Association. The noblest — ^he upon whom was most centered 
our love and veneration — ^was summoned, and, cheerfully and 
fearlessly taking up his staff, he set forth on his lone journey 
across the dark valley. As we looked upon the unbent form of 
Horace Mann, crowned with silvery locks, and listened to his per- 



282 THE OHIO EDUCATIOKAL MONTHLY. 

suasive speech, when he stood among us last summer at Dayton, 
little did we imagine that we should see his face no more. It is 
not my purpose to enter upon an extended eulogium of our de- 
parted friend and brother — ^that sad and pleasing duty has been 
assigned another — ^yet I should be doing violence to my own feel- 
ings did I not contribute my mite of affectionate praise to his char- 
acter. I have listened to more than one address upon his life, yet 
they all seemed unsatisfactory. None of them seemed to me to 
apprehend his greatness. 

As has lately been said of another, he was not a man who re- 
quired apologies. To what he considered the greatest cause which 
can engage the attention of mankind, he brought a soul all aflame 
with a noble enthusiasm, and upom its foes he struck hard and 
stinging blows, for which he would have scorned to apologise, and 
for which no apology was necessary. Terribly in earnest, he 
worked with terrible and unsparing energy, and he fell as erery 
true warrior would wish to fall, with his armor on. His ideal of 
the true manhood was a grand and noble one, and he endeavored 
to live it in his own person. None have ever set forth its beauties 
in more eloquent terms, or succeeded better in implanting in the 
hearts of young men a desire to rise into the regions of a pure and 
ennobled activity. The greatest educator the New World has pro- 
duced, his influence on American instruction will last while time 
endures. 

But it is not his greatness that most attracts us. His modesty 
was one of his chief ornaments. You are all witnesses of how un- 
pretentious he was. He never thrust himself forward, but when 
rising to address the Assiciation would always defer to any mem- 
ber, however humble, who wished to claim the floor. That for 
which I most loved him was his kindness to young men. He did 
not, as is the manner of too many who have attained distinction, 
pass by the young who were struggling to rise, with coldness or 
indifference, but stretched out to them a friendly and encouraging 
hand. He was, emphatically, the young man's friend, and young 
men will not soon forget him. But the throbbing brain that toiled, 
and the warm heart which ever beat with love for the whole race, 
are still forever. 

"After life*f fitful feyer he sleeps well. 



1 



PROCBEDINaS OF STATE ASSOCIATION. 288 



PROCEEDINGS OF THE TWELFTH ANNUAL MEETING 
OF THE OHIO STATE TEACHERS' ASSOCIATION. 

The Twelfth annual meeting of the Ohio State Teachers' Asso- 
ciation was held in the City Hall, at Newark, July 5th and 6th, 
1860. The number of delegates was about two hundred. 

The President, John Hancock, of Cincinnati, called the Associ- 
ation to order at 9 o'clock A. M., and Rev. S. J. Humphrey opened 
the exercises with prayer. After which Hon. Gibson Atherton 
welcomed the teachers of Ohio to the hospitalities of the city, on 
the part of the city authorities ; to which the President of the As- - 
sociation responded. 

Dr. Marble, President of the Board of Education, welcomed the 
Association, on the part of the Board and Teachers of Newark, and 
was responded to by Lorin Andrews, President of Kenyon College. 

Mr. E. E. White, of Portsmouth, Chairman of the Executive 
Committee, then reported the following order of business for the 
morning session : 

1. Inaugural Address from the President. \ 

2. Enrollment of Delegates. 
8. Financial report. 

4. Discussion — Subject, High School. 

On motion, Messrs. J. B. Nichols, of Cincinnati, J. H. Reed, of 
Mansfield, and George L. Mills, of Newark, were appointed As- 
sistant Secretaries. 

After the delivery of the President's Address, Rev. Alexander 
Duncan, of Newark, offered a resolution : 

Resolvedj That so much of the address as refers to the Library be committed 
to a committee of five ; so much as refers to District Schools to three ; to Agency 
three; and to the late Horace Mann three. ' 

Half an hour was then spent in the enrollment of delegates. 

Mr. White made a statement of the financial condition of the 
Association ; also, the manner of settling the accounts of the As- 
sociation with FoUett, Foster & Co., of Columbus, in reference to 
the Journal of Education^ since December 31st, 1867. 

The President announced the following committees : 

On Library — ^Hon. Anson Smyth, of Columbus ; W. D. Henkle, 
of Lebanon ; I. S. Morris, of Lebanon ; W. Edwards, of Troy, and 
William Mitchell, of Mount Vernon. 



/) 



234 THB OHIO EDUCATIONAL MONTHLY. 

On Agency — Messrs. John Lynch, of Circleville; Regal, of 
Hopdale, and Nason, of Cincinnati. 

On School Districts — ^Lorin Andrews, LL. D., of Grambier, 
Messrs. Shreve and Sanford. 

On Horace Mann — Rev. Alex. Duncan; Rev. Robert Allyn, 
and M. D. Leggett. 

On motion of Mr. Sanford, the thanks of the Association were 
tendered to Mr. White for the satisfactory manner of closing the 
accounts with FoUett, Foster & Co. 

Discussion — Subject, High School — ^Remarks were made by 
Messrs. E. E. White, of Portsmouth ; Shephardson, of Cincinnati ; 
Prof. Marsh, of Granville ; W. N. Edwards, of Troy ; John Lynch, 
of Circleville ; E. T. Tappan, of Athens ; Vent, of Cincin- 
nati, A. McCrea, and E. D. Kingsley, of Columbus. 

On motion of Rev. Alexander Duncan, the Association took a 
recess until 2 o'clock, p. M. 



AFTERNOON SESSION. 

Thursday, 2 o'clock, p. m. 

President Hancock in the Chair. 

The discussion of the subject of High Schools was resumed. 
Further remarks were made by M. D. Leggett, of Zanesville, W. 
D. Henkle, of Labanon, Lorin Andrews, of Gambler, Hon. Anson 
Smyth, of Columbus, and Prof. Stevens, of Granville. 

As a result of the discussion, the following resolutions, offered 
by Mr. E. E. White, were unanimously adopted : 

^^^ 1. Resolvedj That the High School, in its influence upon the lower grades of 

schools, in securing thorough and systematic instruction on the part of the teacher 
and good scholarship, regular attendance and exemplary conduct on the part of 
scholars, and in furnishing from its members well-trained teachers for these 
schools, is worth more than it costs, independent of the intrinsic Talue of its own 
instruction. 

2, Resolpedj That the habits and moral integrity of our youth demand that 
as far as possible the school education be completed under the immediate eye of 
their parents ; and this can only be done by efficient High Schools forming a 
part of our public rchool systsm. 

-^ The Association then listened to a Report on the Classics, in 
. / reference to Rational Education, by Geo. H. Howison, of Harmar. 
On motion, adjourned until 8 o'clock, p. m. 



PROGBEDIKaS OF STATE ASSOCIATION. 285 

EVENINO SESSION. 

President in the Chair. 

On motion of Mr. George L. Mills, of Newark, the President 
was instructed to appoint a committee of five, to nominate officers 
for the ensuing year. The following committee was announced : 

George L. Mills, of Newark ; Lorin Andrews, of Gambier ; E. 
D. Kingsley, of Columbus ; S. N. Sanford, of Cleveland ; W. D. 
Henkle, of Lebanon ; W. E. Crosby, of Cincinnati, and E. T. 
Tappan, of Athens. 

M. F. Cowdery, of Sandusky, made a verbal report upon " Local -f- /^ 
Supervision." 

The subject was farther discussed by Emerson E. White. 't ^-^ 

The Association then listened to an address from William T. , f 
Coggeshall, Esq., of Columbus, upon the life and services of Horace ^ 
Mann. After which the Association adjourned until 8^ o'clock, 
A. M., Friday. 



MORNING SESSION. 

Friday Morning, %\ o'clock. 

President in the Chair. 

Rev. Mr. Carroll, of Newark, opened the exercises with prayer. 

On motion of Mr. E. E. White, the report of Mr. M. F. Cow- 
dery on Local Supervision was accepted. 

On motion, Messrs. Cowdery and Edwards were appointed a 
committee to report at next meeting upon Local Supervision, and + 
the relation of Superintendents to Teachers. 

Mr. White, Chairman of Executive Committee, made the follow- 
ing Annual Report: --— 

At the time the committee entered upon its duties, the financial v^ 
afiairs of the Association were in a very unsettled condition. The 
previous committee, through the resignation of its chairman, and 
the absence of his successor from the annual meeting, at Dayton, 
was unable to present a definite report of its action. The auditor, 
after a most assiduous and persistent effort to untangle matters 
sufficiently to make his annual report, was unable to do so. A 
brief inquiry into the condition of the financial affairs of the Asso- 
ciation, convinced the committee of the necessity of vigorous ac- 
tion. Two financial enterprises — ^the Journal of Education^ and 



236 THE OHIO EDUCATIONAL MONTHLY. 

the McNeely Normal Association — ^had to be closed up, if possible, 
and a final settlement reached. The former was undertaken by 
the committee — the latter was entrusted to the Board of Trustees. 
As soon as the contract with the publishers of the Journal had 
expired, the committee happily succeeded in reaching a final set- 
tlement, as follows : 

DR. 

Balanee doe Follett, Foster & Co., on aceount of 1857, as per statement, $440 76 

Binding 800 toIs. Journal^ at 20 cents each, 60 00 

Drafts refused and charged back, 78 00 

Total, $573 76 

CR. 

Cash, (subsoription list,) $100 

Cash from adyertising, 63 00 

Allowance on nett proceeds of 1858, as psr contract, . .50 00 
Bill of sale of 800 copies each, of vols. 4, 5 and 6 of Journal^ . 450 00 
Profit and loss, 9 76 

ToUl, $678 76 

Receipts of the Association from the Journal for 1858, was ?50, 
(percentage on nett proceeds,) and 200 unbound copies, each of 
eleven numbers of the Journal^ (the January number being out of 
print.) The receipts for 1859 were one hundred and fifty unbound 
copies of the Journal. 

There is now due Mr. Caldwell, for editing the Journal^ $100, 
with interest. It will thus be seen that during the eight years of 
the publication of the Journal, it has finally been made to pay its 
way, by a fortunate sale of three hundred copies each, of volumes 
1, 2, 3, 4, 5 and 6, to the State School Commissioner. 

The publication of the Journal has been transferred to Messrs. 
F. W. Hurtt & Co. The Association has no further responsibility 
in its management. Its publishers agree to pay the Association 
ten per cent, of all receipts from subscription over $1,500, and to 
publish its official notices. 

It was the hope of the committee to present at this time a full 
settlement of all the financial affairs of the Association. This has 
been impossible, on account of the non-settlement of accounts of 
the McNeely Normal School. The honor of the Association de- 
mands that this matter should be at once adjusted. We hope that 
the Board of Trustees will be able to do this before the close of 
another year. The amount of the indebtedness of this institution 



PBOGBEDIKGS OF 8TATB ASSOCIATION. 237 

the committee can not now state. Whether the Association is le- 
gally or morally responsible for the payment of these debts, ought 
at once to be determined. 

At the meeting of the committee, at Dayton, the trustees re- 
ported a bill of Miss Betsey M. Cowles, for services as teacher, 
amounting to $225, and recommended its payment. Without ad- 
mitting the obligation of the Association to pay such claims, the 
committee paid Miss Cowles at this time $50, and are now ready 
to pay as much more. Beyond this, we are not at present willing 
to go. It is hoped that the Board will be able to pay their claims 
without calling upon the Association. 

The Report of the Treasurer, hereunto annexed, presents the 
receipts and expenditures of the last annual meeting, at Dayton. 

Respectfully submitted, 

E. E. WHTTE, 

Chairman Ex. Com. 0. S. T. A. 



On motion of Mr. Hartshorn, the above report was accepted, 
and after some discussion upon the McNeely Normal School, the 
report was laid upon the table. 

The following resolution was offered by Mr. George L. Mills : 

Whereas, Upon the records of this Association there have been entered no 
minutes of its transactions from Decemberi 1852, to Jaly, 1855 ; and whereas^ 
At least four public meetings were held during that interval, of which we have 
no official record, 

Resolved^ That a committee of three be appointed to examine this subject, 
and to report to the Association during the present session what, if anj, measures 
are necessary to supply this deficit in our records. 

The President appointed George L. Mills, R. W. Stevenson and 
G. B. Nichols, said committee. 

The Association then listened to a Report on the Culture of the ^A^ 
Will, from E. H. Allen, of ChilUcothe. 

On motion of Mr. White, the report was accepted. 

Mr. Mills, Chairman of the Committee on Nomination of officers 
for the ensuing year, made the following report : 

President — ^Dr. Asa D. Lord, of Franklin county. 

Vice Presidents — ^Rev. Robert Allyn, of Hamilton county ; Rev. 
Alex. Duncan, of Licking county ; Wm. N. Edwards, of Miami 



r 



288 THK OHIO EDUCATIONAL MONTHLT. 

county : T. W. Harvey, of Stark county, and Wm. H. Young, of 
Athens county. 

Recording Secretary — J. H. Reed, of Richland county. 

Corresponding Secretary — ^Prof. B. L. Lang, of Ejiox county. 

Treasurer — Charles S. Royce, of Huron county. 

Auditor — J. J. Janney, of Franklin county. 

Executive Committee — ^E. E. White, of Scioto county; John 
Lynch, of Pickaway county ; Wm. Mitchell, of Knox county ; M. 
D. Parker, of Hamilton county ; M. D. Leggett, of Muskingum 
county ; I. S. Morris, of Preble county, and Moses T. Brown, of 
Lucas county. 

Financial Committee— E. E. White, John Lynch, Wm. Mitchell, 
M. D. Parker, M. D. Leggett. 

The following propositions were submitted by Wm. T. Cogges- 
hall, of Columbus, which were referred to the Executive Commit- 
tee, instructing said committee to appoint suitable persons to re- 
port thereon : 

1. How many hours, and under what restraints of government, 
study and recitation should primary scholars be confined ? 

2. How shall spelling and reading be taught to the best advan- 
tage in secondary and intermediate schools or classes ; and to what 
extent, and how shall they be taught, in the higher schools or 
classes? 

3. How shall the exercises of composition days be conducted 
so as to secure most directly the thoughtful application of school 
instruction ? 

On motion, adopted. 

On motion of Rev. Robert Allyn, the Secretary was instructed 
to give return railroad passes to none but members of the Asso- 
ciation. 

The Association took a short recess. 

Called to order by the President. 

Mr. Lynch, from the Committee upon so much of the President's 
Address as related to State Agency, submitted the following report, 
"^ which was received and adopted : — That they deem it inexpedient 
at this time to take any action on the matter. 

: 'f' The Annual Address before the Association was then delivered 
by Prof. E. B. Andrews, of Marietta. Subject, Education — ^Nature 
the Teacher. 



PROCSBDINQS OF STATS ASSOCIATION. 239 

Hon. Anson Smyth o£fered the following resolution, which was 
adopted : 

Resolved^ That the Executive Committee be instructed to pay the claim of 
John D. Caldwell from the first fupds which shall come into their possession, be- 
longing to the Association. 

Adjourned until 2 o'clock, p. M. 



AFTERNOON SBSSION. 

Friday, 2 o'clock, p. m. 

President in the Chair. 

On motion of Eev. D. Shepardson, the Report of the Nominating 
Committee was taken up and adopted. 

On motion of Mr. G. L. Mills, a committee of three was ap- 
pointed to prepare resolutions respecting the death of Chas. Rogers, 
of Dayton, and J. A. Sloan, of Batavia. 

The President appointed Messrs. Mills, Smyth and Irvine said 
committee. 

W. D. Henkle, from the Committee on that part of the Presi- 
dent's address respecting School Libraries, submitted the follow- ^ -^ 
ing report : 

1. Besolvedj That the furnishing to youth of reading matter of a high char- 
acter is a very important part of every free school system. 

2. Resolved, That we regret the recent action of the Legislature, which re- 
sulted in the repeal of the library feature of our school law. 

3. Resolved, That a committee of three be appointed to report to this Associ- 
ation, at its next meeting, in favor of the restoration of the library law, with such 
modifications as would render it less objectionable and more efficient 

On motion of Mr. Hartshorn, the report was received, and each, 
by a separate vote, was adopted. 

On motion a committee of three was appointed to report further 
on this subject at the next meeting. 

On motion of John D. Caldwell, Esq., the committee was in- 
structed to bring the matter before the present Legislature. 

The President appointed Messrs. Henkle, Lorin Andrews, and 
Lynch, said committee. 

The Association then listened to an address from W. E. Crosby, Q 
Esq., of Cincinnati, upon the subject of " Growth." 

The committee, to whom was referred that part of the Presi- 
dent's Address relating to Hon. Horace Mann, LL. D., reported, 



240 THE OHIO EDUCATIONAL MONTHLY. 

through Rev. Robert Allyn, the following, which was adopted : 
The committee beg leave respectfully to report, that they have 
considered the subject, and de^m it eminently proper that this As- 
sociation should take some notice of the labors and late decease of 
so worthy and so successful an educator and member of our Asso- 
ciation. They therefore offer the following resolutions : 

1. Resolved^ That in the decease of Hon. Horace Mann, LL.D., this Associ- 
ation has lost a valuable member, and the cause of education a noble defender. 
He was emphatically a man of sound mind and loving heart, and in the work 
which he accomplished, both in Massachusetts for the common school system, 
and in Antioch College for the higher education of both sexes, he has reared fen: 
himself a monument as lasting as the gratitude of the human race. We are 
grateful to a kind Providence that he was permitted to live among us, and we 
trust that our admiration of his life and character will influence our own lives 
and actions. 

2. Resolved, That a copy of these resolutions be published in the Ohio JSdw 
catUmal Monthly, and be transmitted by the Secretary to the family of the late 
Mr. Mann. 

Elyria was selected as the place of holding the next meeting of 
the Association. 

The committee on the death of Charles Rogers reported the fol- 
lowing resolutions, which were adopted : 

Whereas, The hand of death has smitten our friend and brother, Chas. Rogers, 
of Dayton ; and whereas, Mr. Rogers was for many years an active member and 
a faithful officer of this Association, and was well known as an energetic and 
successful teacher, 

Resolved, That the members of this Association deeply sympathise with the 
afflicted family, by this mournful dispensation of Providence, thus early bereaved 
of a beloved husband and father. 

Resolved, That in the death of Mr. Rogers, we mourn the loss of one of the 
most able and successful teachers in the State. 

Resolved, That as our brother was called hence in the prime of manhood, and 
in the midst of a career of usefulness, we feel from this providence that we are 
again warned to gather the lesson : " Work while it is yet day, for the night 
Cometh." 

Resolved, That a copy of these resolutions, attested by the Secretary, be trans- 
mitted to Mrs. Rogers, and published in the several papers in the city of Dayton. 

Similar resolutions, in reference to Mr. Sloan, were adopted, as 
follows : 

Resolved, That the death of Joseph Addison Sloan is cause for our deep and 
lasting regret As Principal of the Public Schools of Batavia, as a scholar of 
high attainments, as a gentleman of kind and pleasing manners, and as a true 
and noble-spirited man, we shall long remember him with fraternal regard. 



PROCEEDINGS OF STATE ASSOCIATION. 241 

Resolvedy That a copy of the above resolutions be transmitted to the family of 
the deceased 

The following report from the Committee on Records was adopted: 

Resolvedy That the Secretary elect be requested to condense from the Ohio 
Journal of Education a brief report of the proceedings of the Association at the 
July meeting, in 1853, the annual meeting, DecembeV, 1853, the meeting in July, 
1854, and the meeting in December, 1854, and that this abstract, when approved 
by the Chairman of the Executive Committee, be entered on the records of the 
Association. 

On motion of Hon. Anson Smyth, the second and third days of 
July, 1861, were selected as the time for holding the next annual 
meeting. 

On motion of Mr. Crosby, the above was amended, by adding 
the fourth to the above — second, third and fourth of July. 

John D. Caldwell oflFered the following resolutions, which were 
unanimously adopted : 

Resolvedy That our thanks are due to the citizens of Newark, for their hospit 
able attention to us during the present meeting of the Association, and that a 
copy hereof be forwarded to the Mayor of Newark. 

Resolvedy That the cordial thanks of this Association are due, and are hereby 
extended to the Railroad Companies which furnished half-fare tickets to the 
members of this Association, and that the Secretary communicate copies of this 
resolution to the Presidents thereof. 

Mr. Hartshorn offered the following, which was adopted : 

Resolvedy That we instruct the Executive Committee to appropriate at each 
annual meeting, a portion of time for members to report briefly the condition of 
Education and Schools in the various counties of the State. 

On motion of Mr. Hartshorn, the report of the Executive Com- 
mittee was taken from the table, further discussed by Messrs. 
Hartshorn and Tappan, and adopted. 

The following was offered by Mr. Sanford, and adopted : 

Resolvedy That this Association heartily approve of the action of the Execu- 
tive Committee, in transferring the Journal of Education to F. W. Hurtt k Co 

Resolvedy That this Association earnestly recommend to all teachers and 
friends of education in the State, to use their best efforts to extend the circulation 
of its successor, the Ohio Educational Monthly." 

After singing the doxology, and pronouncing the benediction, 
the Association adjourned, to meet in Elyria, July second, third 
and fourth, 1861. 



242 THE OHIO EDUCATIONAL MONTHLT. 

NAMES OF DELEGATES PRESENT AT THE STATE TEACHERS' ASSO- 
CIATION, HELD AT NEWARK, JULY 5tH AND 6tH, 1860. 

Licking county — ^Misses B. Penn, Ann C. Wright, M. E. Hol- 
lester, Ann Trueman, Linda Harris, Ada Arvin, M. E. M. Hemler, 
Mary A. McConnell, Mary Knowlton, W. A. McKee, L. P. Osmon, 
Mary Scott, T. J. Davis, Ellen Arvin, Annette Voris, Mary Beeder, 
Mary D. Abbott, Rachel Bancroft, Sarah M. Coffee, Clara Emght, 
Almira Anderson, Entilla Odell, Laura Jones, Martha Scott, Mary 
Dill, Grace Trowbridge, Susan Dunham, Martha Boeder, Sarah 
Darlinton, J. Smucker, Sarah Dowell, S. P. Lewis, C. FoUett, C. 
W. Lawrence, Amelia Bancroft, Joanna Benner, Mrs. S. J.Wright, 
Geo. L. Mills, Arthur G. Canedy, Bev. S. J. Humphrey, Daniel 
Warble, M. D., Gibson Atherton, C. W. Bucht, W. P. Kerr, W. 

B. Chadwick, Prof. John Stevens. 

Knox county — ^Pres. L. Andrews, Prof. B. L. Lang, Prof. H. 
D. Lathrop, Wm. Mitchell, J. P. Ohl, J. L. Daymude, T. D. Rafter, 

C. E. Butler, H. W. Owen, J. N. Cassell, Mrs. H. M. Lang, Misses 
Maggie E. Sawyer, Emma A. Sawyer, Mary Trimble, Deborah 
Day, Emma Trimble, Louisa Trimble, A. Hubbard, H. M. Whit- 
man, C. E. Yates, M. A. Dawson, M. Laughrey, A. V. Scott, A. 
J. Taylor, Galusha, M. Ward, 0. Taylor, Ellen Dixon. 

Muskingum county — ^M. D. Leggett, C. W. Chandler, J. H. 
Hills, Chalkley Frame, Seth Stoughton, James S. Ward, Misses 
Ella M. Parker, Jennie E. Parker, Jennie E. McAnully, Olivia 
Schroabe, Hattie Sowdan, Ella G. Boss, Cinnie Jones, Lucy 
Munch, Anna Ellis, Maria Banks, Alice Harrison, Mary Lemert, 
Sarah Cooper, Wm. Bogle, B. F. Peairs, John Hadden, William 
Honey, R. W. Stevenson, Mrs. R. W. Stevenson, James cooper. 

Hamilton county — John Hancock, 0. J. Wilson, Mrs. Wilson, 
Cyrus Nason, Geo. B. Nichols, D. Shepardson, W. E. Crosby, C. 
F. Vent, Pres. Robert Allyn, T. C. O'Kane, Jacob B. Dunn, J. 

D. Caldwell. 

Montgomery county — J. B. twin, Wm. Isenberry, H. Anderson, 
Misses R. Isenberry, B. Gardner, W. J. Petticrew, C. Bruner, H. 
Bruner. 

Franklin county — ^Hon. Anson Smyth, W. T. Coggeshall, F. 
W. Hurtt, E. D. Kingsley, J. J. Janney, Misses Chamberlin, Dick, 
Ellen Smith, Eliza Snow. 



NAMES OF DELEGATES. 248 

Tuscarawas county — ^Misses C. Smith, E. Goodbann, M. Rajers, 
L. Demuth, S. Messer, Wm. Hill, Jas. Welty. 

Richland county — ^Misses C. M. Ehlers, Jennie Zimmerman, 
Sarah E. Porter, R. B. Smith, Mr. Trimble, Mrs. Trimble, Mrs. 
Abemathy, J. A. Reed. 

JeflFerson county — ^Eli T. Tappan, Isaac Wright, Addie Gilmore, 
Jane Gilmore, M. E. Shanks. 

Stark county — ^T. W. Harvey, 0. N. Hartshorn, Ira 0. 
Chapman. 

Pickaway county — John Lynch, A. McCrea, D. N. Kinsman, 
John P. Patterson. 

Guernsey county — John Norris, Wm. M. Farrar, Mrs. Farrar, 
John McClenahan. 

Warren county — ^W. D. Henkle, Will Watkins, Mrs. Watkins. 

Cuyahoga county — ^Prof. S. N. Sanford, C. S. Martindale, Miss 
J. L. Huggins. 

Belmont county — Misses Sarah Coffin, Mary Ann Coffin, Chas. 
R. Shreye, W. R. Pugh. 

Scioto county — ^E. E. White, Mrs. White, Mrs. S. S. Blakeslee. 

Lucas county — M. T. Brown, W. C. A. Converse, Olive L. Par- 
melee, Sarah 0. Collins. 

Harrison county — ^Edwin Regal. 

Fairfield county — ^Miss J. M. Becket. 

Ross county — ^A. T. Wiles. 

Erie county — M. F. Cowdery. 

Allen county — ^William Shaw. 

Miami county — ^William N. Edwards. 

Clermont county — A. P. Coombs. 

Lorain county — ^Dr. W. C. Catlin. 

Wheeling, Virginia — S. G. Stevens, Alfred Kirk, S. R. Laird, 
Mrs. M. B. Clendenninff, Miss Mary J. McGaw. 

Dearborn county, InoUiana — S. R. Adams. 

R. W. STEVENSON, 

Recording Secretary. 



DISCUSSION AT NEWARK, ON HIGH SCHOOLS. 

Mr. White introduced the discussion, as follows : 

Without doubt, the School System of Ohio is passing through, in some local- 
ities at least, a fierj ordeaL There has never been a time when those who are 
antagonistic to Free Schools were nerved to as great an extent as now, for its 
mutilation. There never was a time when thej felt as sanguine that the friends 
of the schools would be worried out, and give up the contest We do not feel so, 



244 THE OHIO BDUCATIONAL MONTHLY. 

of course ; but a good General is always ready to defend those points most easily 
assaulted, and we should be ever ready to defend those points m our school sys- 
tem most open to assault The High School stands out as a point most vulner- 
able, and we must defend it All will agree, that if our Public School system in 
cities and towns is struck headless, the syst-em in the State at large will feel it in 
every department The influence of the Hich School on the other departments 
is a vital one ; let it be severed, and, like all headless things, the system will 
work in the dark, and but little good will result 

In one of our cities the High School has recently been abolished It seems 
that the enemies of our schools, when they see that to attack the system as a 
whole is futile, concentrate their efforts on a single feature, and we must meet 
them in the same way. Therefore, I will offer the following : 

Retolvedt That the High School, fn its influence on the 1ow«>r grades of schools, in secarirK 
thorough nnd pystematic instrnclion, on the part of the teachers, and good ncholanhip, regular 
attendance and exemplary conduct on the fart of scholars, and in famishing from its own 
members well-trained teachers for these schools, is worth more than its cost, independent of tlie 
intrinsic ralne of its own importance. 

Semtlvetk That the habits and moral integrity of onr yontb demand that, as far at possible, the 
i>rhfM>I education be completed under the immediate eye of their parents, and this can only be doDe 
by efficient High Schools formiog a part of our Public School system. 

Mr. Shepardson, of Cincinnati. I differ a little from tlie gentleman who has 
just taken nis seat, in reference to the public sentiment of Ohio upon this ques- 
tion. I do not think we are so near the verge of a precipice as he imagines. I 
am inclined to think that, notwithstanding Springfield has abolished her High 
School — notwithstanding there may be a few individuals in some of our School 
Boards who oppose a liberal free education — the solid men of ihis great State 
are not yet insane; they are not inclined to go back to the dark ages. 

The High Schools have done a great work, and the results are found in soci- 
ety, without regard to condition. Nevertheless, it is time to reaffirm some of 
the great principles tliat are to us exceedingly plain, appertaining to these 
schools. These resolutions speak of the influence of High School education. I 
hardly know where commences that influence It is perfectly obvious that 
there can not be ^ood lower schools without higher ones, and that if you cripple 
the higher you injure the lower. 

But it is sometimes useful to follow facts. Let me, therefore, refer to the two 
High Schools of Cincinnati Within eight or nme years those schools have sent 
forth many teachers ; and I refer to some of them, iu order to show the direct 
influence the High Schools have in the supply of teachers. Were it not for our 
higher teachers in this land — were it not for the influence that has proceeded 
from Yale, from Dartmouth, and other Colleges, we should xlever have had these 
High Schools. And now our High Schools have come in to do a great work in 
furnishing teachers. From my own school — the "Woodward — there was a lady 
teacher, whose salary was $300 a year; directly it was put up to $450, then to 
$600, and to $800. And the Principal of one of the private schools, seeing 
there was material there for a superior teacher, offered her $1 ,000 a year. We 
had another pupil in the same school, that we afterwards employed at a salary 
of $450; directly we put it up to $600, and then io $700. Another Principal of 
a private school came to me and asked : " Can you spare that teacher ?^' Yes, 

must 

pay her 

^8 not 

worth while changing for $100. If thev will pay you $1,000, ga Directly she 
was engaged, and she now receives $1,000, and she is not yet twenty-one years 
of age I Think of High Schools paying young ladies salaries of $1,000, before 
they are twenty-one years old. Are they not productive of good? 

I hesitate not to say that, in these High Schools there is given the most thor- 
ough instruction that is given in any class of schools. What is the proof? If 
yon will go to Dartmouth, to Granville, to Oxford, to West Point, you will find 
pupils from our own schools that stand exceedingly high. You may not be aware 




DISCUSSION AT NEWARK. 245 

of the fact, that the last lad we sent to Weat Point standit as No. 2 in that 
institition. 

If this Association will speak out, we shall not only have Hi^h Schools, but 
Free Universities. The system of free education must come to this. The reason 
is obvious : we are now doing nine-tenths of the work, and why make a change, 
to complete the work, or leave it undone ? 

Again : When a girl or a boy enters the High School, from a family of five 
or six children, it is almost certain that the second, and the third and the fourth, 
and even their cousins, will follow. This is the inspiring, healthful influence of 
the Hiffh School — an influence that gives activity and steadiness to the schools 
below mem. Let two or three boys go out of a township to college, and come 
back amon? their companions — what an influence in favor of education is pro- 
duced I When you eo into a common school, and ask the boys and girls if ubey 
are aiming for the High School, how their hands will fly up; and if this influence 
should be cut ofij what would take its place as an incentive to perseverance in 
study ? 

And it is beginning to be found out that there is more money locked up in our 
schools than in our banks. The educated man is generallv the successful man ; 
the intelligent laborer, artisan, or manufacturer, produces vie best work, and ob- 
tains the best pay. I asked one member of our ^oard if he thought it would be 
a ^ood thing to cut off the Hieh Schools. " Well," said he, '* there is consider- 
able clamor against them." Ko, said I, there is no real opposition to them ; you 
occasionally hear a stingy soul, about tax-paying time, maxe a little ado about 
the expense. But what do you suppose, said I, would be the population of Cin- 
cinnati, if the scoools were closed. "About ten thousand,", he thought Now, to 
cramp them — to mutilate them, by a blow at their head — will destroy, to a great 
extent, their value and reputation. The talk against a liberal free education 
comes from a few illiterate men in our Boards, mio have a little to say, and say 
Uiat little oflen. But I believe there are men and women enough in the State of 
Ohio who understand this subject from top to bottom, to preserve the schools as 
they are. I believe that a brighter and more glorious day begins to dawn ; that 
in our larger cities there will be added to the facilities of Hign Schools, Colleges 
and Universities. As I said before, we are now doing nine-tenths of the work of 
the Universi^, and we are doing it in a very thorough manner. Let us com- 
plete the work we begin. 

Mr. Edwards, of Troy. The gentleman who has just taken his seat, represents 
a large citv. The schools, no doubt, will be sustained there ; but the question 
with us is m reference to smaller places. I come from such a place mysdlf, and 
may give some facts that will have a bearing on the question. The expense of 
High Schools in such places does seem to be very heavy. We cannot have more 
than thirty to forty pupils, and the teachers must be paid a high salary, to make 
a cood school The tax-paying people look at it and say: "Here is the High 
Scnool, which costs $1,500 or $2,000 a year — are we bound to keep np that school ? 
It is true, we must keep up the education of the young ; but are we, as tax-payers, 
bound to pay so much in order to give so few a classical education ?" That is 
the question. We understand it here; but those men do not understand it 
There it is the vulnerable point, and I feel it, and I trembla When I hear that 
one city has abolished the High School, and oth^ are talking of it, I fear for 
the result 

What can we do to sustain the High Schools in the smaller placea I hope 
the discussion will be on this point I say we must sustain these schools ; but 
must we reduce the grade of the schools, so as to reduce the salaries of the 
teachers ; or in what way shall the expense — ^the objectionable feature of the 
schools — ^be reduced ? 

Mr. Lynch, of Circleville, called the attention of his brother teachers to the 
fact, that there are among us other persons than teachers — members of Boards 
of Education. These are business men — they foot the bills. Let us have their 
views, as well as our own. They sometimes look upon us as very good teachers. 



246 THE OHIO EDUCATIONAL HONTHLT. 

but as very poor financiers or business men. I would call upon Mr. McCrea, of 
Gircleville, for a view of the subject, as seen from a business stand-point 

Mr. McCrea confessed that out of his own city he had not studied the workings 
of the school system much. The utility and necessity of the High School was 
not a question with them ; they were in favor of the whole system from bottom 
to top. In his town, with a population of 4,400, by the new census, the tax for 
High School was as severe as in any other place of its size; but the Board felt 
the importance of sustaining the entire systen^ He had never conceived there 
could be any objection offered to the High School that would not apply to anj 
other part of the system. 

Mr. Eli T. Tappan, of Steubenville. I have noticed that the High Schools in 
our towns are not only Hiffh Schools for the towns themselves, but also for the 
surrounding townships. They receive pay scholars firom the rural districts ; and 
the pay, I believe, is generally far less than the average expense of supporting 
the schools. Now I would suggest the propriety of so connecting the support of 
the High Schools with the rural districts as to benefit the countir people, and 
also relieve the town& The people of the countir have no High schools ; they 
can not afford to keep them up. As it is now, only those who can afford to pay 
the fees from their pnvatepocKets, aid in the support of these schools, and derive 
any benefit from them. Tnis is contrary to the spirit of our whole system. Bat 
if, for the Hi^h Schools, we could have the districts enlarged, so as to take in 
the surroundmg townsnips, it seems to me that we might have such an additional 
support for them as would not only make them less burdensome, but better 
schools. 

It is a problem we have to solve— How shall we maintain the High Schools? 
If we can, by any slight addition to our present system, give it the support I hare 
suggested, it certainfy will be a good thmg. 

^Ir. Vent, of Cincinnati, spoke of the jealousy that frequnntly existed between 
the citizens of villages and the adjoining country. The people of the country 
think they are not benefitted by the existence of a High School in the town near 
them ; and if they have to pay tuition, they might as well send their children to 
schools forty or fifly miles off as one nearer home, but not at their doors. They 
forget that perhaps half their district fund comes from the towns and cities. Ajiy- 
thing that will change public sentiment, in reference to this matter, will be pro- 
ductive of good. 

Prof Marsh, of Granville. Men who have taxes to pay, say : " The first forty 
scholars in a Hieh School will cost $1,200, at a low estimate." They take out 
their pencils, and find that forty is contained in 1,200 thirty times. "Thirty 
dollars ! they say ; more than is charged in any seminaiy in the land ; more 
than college tuitioa" They throw this fact in your faces ; they say : " Give 
your patronage to private enterprises." They do not look at it as it realiy is, 
and say they will individually have to pay only ten cents, or thereabout, of that 
expense. Now then, you must either make the people feel that High School 
tuition is worth thirty dollars per annum, or you must find some way by which 
the thirty dollars can be made less. 

There are two extremes — ^the rural districts cannot support High Schools ; the 
tity of Cincinnati can, triumphantly. There is a line between the two, where 
towns can not support such schools, and we must help the people find that line 
Mr. Kingsley, oi Columbu& I do not think our lives will extend to the time 
when our school system will be destroyed. Prof Marsh has hit the point It 
is not sufficient to say that the High School is a great institut n. The people 
ask you to show it, and to compare its usefulness and expense with private insti- 
tutions. The future prosperity of the school system is not to be determined by 
a convention of teachers. I know we are in the habit of ignoring the legislature, 
and calling them fools. I don't know that we lose anything by it; but they are 
the umpires after alL About half the last session was spent in efforts to cripple 
the system, and much of the otiier half in passing a dog law — ^it bdng difficult to 
tell which they regarded as the more important ! 



DISCUSSIOK AT NEWARK. 247 

Yon must argue the question of the His^h School abstractly; yon must show 
that its influence is important of itself. The people are not satisfied to regard it 
as the image of a lady^ well dressed, standing in the store to draw in customers. 
It is said by many: ** You have no right to put your hands into our pockets and 
extort money to pay for the education of ricn men's boys and girls. They re- 
gard these schools as for the benefit of an aristocracy, and you can't talk them 
out of it It is a pretty hard question to say how far public money shall be used 
for the free education of children. My friend from Cincinnati says it must go 
to the ^at university system ; but that is not practicable If you go beyond 
preparing them for college, there is no stopping place We can arsue the ques- 
tion thus far, by saying there is no institution above the common school that will 
prepare children for college, and therefore the necessity of the High School ; and 
that, if we leave this need unprovided for, there will spring up a class of private 
schools that will undermine and destroy our common schools. 

Mr. Leggett, of Zanesville Five or six years ago there was strong opposition 
to the whole free school system. That opposition has hardly an existence at the 
present time. But there is a concentrated opposition in some places to the High 
School; and it comes from the same source as the hostility to the free schods 
some years aga The result will be the same But I do not say we have nothing 
to do m the matter; there is work to be done 

llie objection urged against the High School are: I. That they are too ex- 
pensive 2. That they are provided for the rich, who can afibrd their children a 
superior education. The latter objection needs Vio refutation : for any one who will 
visit these schools, and inquire irom what ff^milies the pupils come, will find that 
a majority are from the poor, who never thought of aristocracy. It is true, the 
High School is more expensive than the common school, and necessarily so. In 
the primaiy school we can place sixty children under one teacher, for but few 
branches are to be taught, and iarge classes may be formed. In the secondary 
school we can give thirty children to a teacher; but in the High School the sub- 
jects taught, and the children to be taught, are so different, that we are under 
the necessity of having five teachers for one hundred pupils. The same teachers 
could instruct two hundred just as well 

But abolish the High School, and what will be the result ? The people will 
demand the teaching of higher branches than are now taught in the common 
school ; and these branches — Algebra, Natural Philosophy, Geometry, Physiology, 
etc., will require additional teachers, and teachers of a higher grade ; so that 
the expense will run up to near what the High School costs. I would not remain 
in the schools an hour after the High School was cut off; the vitality of the sys- 
tem would be gone. I would as soon have a teacher with his head cut off at his 
shoulders, as the free school system with its head cut off. Our school system 
must educate our children under the eye and care of their parents. We must 
not look to the completion of their education away from home ; it is our duty to 
provide means to render it unnecessary. 

Mr. Henkle, of Lebanon. I am a nati?e of Springfield, the place that has re- 
cently abolished its High School. I lived there until eighteen years ago. It has 
been a badly cursed town, by reason of conflicting school interests. One of the 
earliest academies in the State was established there; the college and female 
seminary sprung up ; and then the people had hard work to get the public schools 
established — and they never have been free from disturbing influences. 

I think some of the superintendents have damaged their institutions by pub- 
lishing the cost of education in their schools. Give the public the figures in the 
aggregate; don't help them to weapons to be used against us. I am satisfied 
that admission to college should be the extent to which education should be 
made free. , 

Pres. Andrews, of Gambier. It has been said that the higher branches can 
be taught in the private seminaries for less money than in the High Schools. I 
do not think so, especially in well conducted private schools. But children should 
be educated at home, as far as possible, before sending them to college. When 
young men have been kept at home for their preparatory education, I think not 



' 



248 THE OHIO EDUCATIONAL MONTHLY. 

ao many of them fall a prej to bad habits as they do be leaving home at an earlier 
age for sach education. As a matter of morals, therefore, as well as of eeonomj, 
I am in favor of the High School. 

Mr. Smyth, School Commissioner, said — I do not rise to discuss the question 
under consideration, but to correct a mistaken idea respecting the High School 
in Xenia. My friend, Prof. Henkle, has said that there is a probability that 
that school will soon share the fate of its late neighbor in Springfield. I 
am well acquainted with the character and prospects of the Xenia Schools. 
There are no better schools in the State; and they have a strong foundation in 
the regard and confidence of the people of that city. And the High School there 
has as little to fear from Vandalio hands, as any other school in Ohio. The 
Springfield example will not be followed. The Xenia people too well understand 
their interests to be guilty of a transaction so suicidal. 

After a word from Prof. Stevens, of Granville, a vote was taken, and the 
olutions were unanimously adopted. 



Says a writer in the Christian Herald^ who had attended 

the Commencements at Marietta, Athens, and Oxford : 

I was also much gratified to see the worthy Executive of our 
State, Gov. Wm. Dennison, LL. D., present at all three of these 
commencements. It shows a proper appreciation by this highest 
officer of the State, of our literary institutions. It proves that the 
maxim, " Intelligence and virtue are the only sure foundation of 
the Republic,*' is not a mere theory, floating in the mind, or catch 
•word for party purposes, but a veritable belief to be acted upon 
and lived up to. To devote three weeks in the heat of summer to 
traveling on dusty railroads, and tramping through dusty streets, 
and sweltering in crowded halls, is showing one's " faith by his 
works," the only way to show it. And while upon this point, the 
worthy Governor will pardon me for saying a few words more. He 
spoke, by special invitation, at each of these commencements ; and 
I was extremely gratified to hear his noble, outspoken recognition 
and recommendation of Christianity, before the young men on these 
occasions. I say this, not as a party man, for I am not, but as a 
lover of my country, and of a pure Christianity, and in the full 
belief that the prosperity and perpetuity of the former, is depend- 
ent upon the triumph of the latter. The Governor boldly declared 
to the young men his belief that " the principles of the Christian 
religion lie at the foundation of all that is truly good or great in 
our social and civil institutions." He charged them to remember 
that, in receiving a liberal education, a solemn trust was committed 
to them to be the educators of the people, and for the faithful dis- 
charge of the duties growing out of this trust, not only would their 
friends hold them accountable, and the institutions that sent them 
forth, and their country, but God, before whose tribunal they must 
all appear. Such sentiments, from such a source, would exert far 
more influence with the young men, than would the same senti- 
ments from a clergyman. 



POETRY. 24!) 



WILD FLOWERS. 

BY HON. HARVEY RICE. 

Daughters of light, who ne'er repine, 
Though high your hirth, 
. 'Tis yours in humble life to shine, 
Like modest worth. 

Arrayed in robes of heavenly hue. 

You come and go. 
And drink the nectar of the dew. 

Nor taste of wo. 

Inspired, and yet inspiring still. 

You seem to speak. 
And prophesy to vale and hill. 

With faith that's meek. 

'Tis yours, a love that's pure to teach, 

And share his heart. 
Who seeks on earth high aims to reach. 

Ere he depart. 

And yours the whisper which, I trow, 

I hear at eve. 
And in the morning's roseate glow, 

Hear and believe. 

Believe the gospel of your lips. 

Spoken to man ; 
Nor heed the coming frost that nips 

Each hope and plan. 

For if my life on earth be true, 

I yet, on high, 
Shall wear a glorious robe like you. 

And never die ! 



(iBbitorial Seprtment. 



THE NEWARK MEETING. 

To this gathering the active friends of our School System had long looked 
with much interest The meeting of last year was sometlung worse than a 
failure. Many feared that the meeting of this year would be a re enactment of 
that at Dayton, and that it would be the last rally of the Association. Others 
were far more hopeful, and they were careful and earnest in all their endeavors 
to secure a realization of their hopes. All felt the great importance of a full 
attendance, and efficient action. 

The day came. The hopes of the hopeful were more than realized. The 
attendance was large Many of our old-line Teachers were there. Many young 
men met with us for the first time A better attendance of lady Teachers is not 
in " the memory of the oldest inhabitant" In numbers and character, the gath- 
ering was all that could be desired. 

The exercises were of the wide-awake order. The written addresses and re- 
ports were able and interesting. " The harp of a thousand strings " was played 
on but by one performer. With that solitary exception, all the speeches, ad- 
dresses and discussions were in good taste, and they met hearty approval. In 
addition to the official proceedings and the President's Inaugural, we give in 
full the discussion on High Schools, furnished by our own reporter. Mr. Cow- 
dery's oral address, written out from stenographic notes, we have ; and, with Mr. 
Coggeshall's report, it will appear in the next number of the Monthly. The 
very able addresses of Mr. R H. Allen, of Chillicothe, and Prof E. R Andrews, 
of Marietta, will appear as soon as we can make room for theuL 

In all respects the meeting was successful Its influence will long be felt for 
good. Some may think that many of the hard hits at the recent legislature 
might as well have been lefl out Very likely. But it should be remembered 
that the majority of the legislature did not hesitate to show disrespect for the 
Teachers of the State. We trust that future legislatures will not regard Teachers 
as their natural enemies. 

Much of the success of the meeting is due to the officers of the Association. 
Mr. Hancock presided with dignity and efficiency. Mr. White, as Chairman of 
the Executive Ck)mmittee, was the business manager ; and all must admit his 
admirable qualifications for that important post His successful adjustment of 
the financial affairs of the Association, his arrangements for the Newark meet- 
insr, and all his official transactions, show his excellent business abilities. He 
richly merits our gratitude. 

The people of Newark can not be surpassed in the way of public spirit and 
hospitality. Never was the Association more generously greeted and entertained. 
Messrs. Duncan and Mills were untiring in their efforts to promote the happiness 
of all 



EDITORIAL DEPARTMENT. 251 

The next meeting of the Association will be held in Eljria, Lorain county, on 
the 2d, 3d and 4th days of July, 1861. Elyria is one of the most beautiful villages 
in Ohio. The Cleveland and Sandusky railroad passes through the town, render- 
ing it accessible to all portions of the State. The people are as intelligent and 
hospitable as those of any other village in the land, and a whole-hearted greeting 
will meet all who may be in attendance. Ladies will be entertained gratuitously, 
and gentlemen will find, as we suppose, ample entertainment at the hotels. As 
Mr. White remains at the head of the Executive Committee, the fullest prepara- 
tion will be made to render the proceedings interesting and instructive. 



YOUNG STUDENTS DECEASED. 

A few weeks ago, a long funeral procession passed down High street in this 
city, on its way to Green Lawn Cemetery; and as we write these lines, another 
is passing. 

Edward Bates, eldest son of Judge Bates of this city, was a youth of rare 
promise. One year ago he entered the Sophomore class at Kenyon College, 
having fitted at the Public High School of Columbus. In May last he met 
an accident — so called — which in three days resulted in death. His remains 
were brought to the home of his stricken parents, and a multitude of sympathiz- 
ing firiends gathered at his funeral From early childhood Edward had been the 
favorite of all who knew him. He was intelligent, industrious, and remarkably 
social and kind. He was a good scholar, and promised high attainments in the 
future. Two years ago he publicly professed his faith in Christ, and joined one 
of the Episcopal churches of this city. As a Christian he was catholic, humble, 
and always abounding in the work of the Lord. Intimately and actively he as- 
sociated with Christians of all denominations in doing good. He loved all, and 
was loved by all There probably was not another youth in Ohio who was the 
center of deeper regard and higher hopes than Edward Bates. At the age of 
eighteen years he departed to his home on high, to be " forever with the Lord." 

William Howard Smith, son of Rev. J. D. Smith, D. D., Pastor of the West- 
minster Presbyterian Church in this city, died on Wednesday, July 18th, afler 
an illness of four days. He had not been considered seriously ill till two hours 
before he expired. Four weeks ago he graduated at our Public High School, 
and was to enter Miami University in September. He enjoyed the esteem of all 
who knew him. Like his associate and friend, young Bates, he gave high prom- 
ise for influence and usefulness in life. Like him, he had chosen that good part 
which shall never be taken away from him. 

Edward and Howard stand together in the presence of the Great Teacher. 
Having made early preparation, early were they admitted to the High Depart- 
ment of the School of Christ With honor have they graduated from their pri- 
mary state of existence, and now, with Isaiah and Paul, they together pursue the 
study of God and Redemption. 

We mourn, but not for them. 



Pont|Is Itebs anb llotkes. 



Showing off. — Our exchanges are filled with accounts of School pic-nics and 
exhibitions, and Seminary and College commencements. We have not space to 
speak of them individually. Each seems to have had a good tima Of some we 
could say, from personal knowledge, that they were occasions of unusual 
interest 



Doctored. — His Excellency, the Governor of the State, and Hon. William V. 
Peck, of our Supreme Court, received the degree of LL D. from Marietta Col- 
lege; and Hon. Samuel Galloway, of Columbus, the same honor from Asbuiy 
University. These honors were worthily bestowed. Dr. Dennison is a good 
Governor, Dr. Peck is a good Judge, and Dr. Galloway was, ten years ago, a 
good President of our State Teacher's Association. 



Another College in Ohio. — The 0. S. Presbyterians of this State have de- 
termined to establish a College in Springfield. Nothing is to be done until an 
endowment of $200,000 is subscribed. Of this amount Springfield pledges 
$35,000. With two Colleges and a Girl's Seminary, perhaps Springfield can 
get along with but part of a Public School system. 



Geo. W. Hough has resigned the Principalship of the Fourth District School 
in Cincinnati, and accepted a position in the Dudley Observatory, Albany. 



Prop. Robert Kidd has recently been engaged in the "Academy of Music," 
at Ashland, and the press of that town speak in the highest terms of his abilities 
as an elocutionist 

B. F. Tewksberry, Esq., the efficient Superentendent of Schools for Susque- 
hanna county. Pa., recently deceased at the age of twenty-eight years. 

Mrs. Lord, late of Cincinnati, has been appointed Principal of the Female 
Seminary at Gorham, Maine. 

Mrs. Horace Mann has removed to Concord, Mass., where she has purchased 
a residence. 



Mr. C. C. Nestlbrode, formerly of this State, has for the last three years been 
doing good service in Iowa. He is Principal of the Schools in Tipton, Chair- 
man of the Ex. Com. of the State Association, and one of the chief spokes in the 
wheel of the Iowa Ihstructar, 



^^ Our Mb." Hurtt has for the past three weeks been luxuriating among the 
luxuries of the all-luxuriant " down East" 



MONTHLY NEWS, AND NOTICES. 258 

The Books for our State School Libraries will be forwarded to the Auditors 
of counties about the 20th inst 



As the School Commissioner will be absent much of the present month in 
attendance on Institutes ; and as his Clerk will be in Cincinnati, superintending 
the distribution of books for School Libraries, correspondents must not expect 
prompt attention to their communications. 

Twenty-two dollars pays expenses for 11 weeks at the Southwestern Normal 
School, including self boarding, tuition, room rent and books ; thirty-three dollars, 
including table-board, tuition, room rent and books. 375 pupil-teachers enrolled 
last year. Eight teachers are employed. An extensive apparatus is used daily 
by the pupil-teachers under instruction. Send for a catalogue. Address Alfred 
Holbrook, Lebanon, Warren county, Ohio. 



The proceedings of the State Teachers' Association crowd out several articles 
designed for the present number. They will appear in good time. 

We acknowledge with gratitude the receipt of numerous Reports, Catalogues, 
etc., of Colleges, Seminaries, and other Schools. We can not find room at pres- 
ent for a more specific acknowledgment 



Institutes in August. — Institutes have become insiituiiona in Ohio. During 
most of the present month they will be in operation in Lebanon, Hopedale, Chil- 
licothe, Athens, Logan, (Hocking co.,) St Clairsville, Dayton, Eaton, Troy, Ur- 
bana, Felicity, Uhrichsville ; and later in the season at McConnellsville, Milan, 
Warren, Pomeroy, Celina and Westerville. They can not fail to exert a (kvor- 
able influence on our Schools. Not less than 3,000 Teachers and candidates for 
teaching will be in attendance. For particulars in regard to several of these 
Institutes we refer to the June Monthly. We trust that we may receive from 
them long lists of subscribers to the Monthly^ and (N. B.I) pay in advance. In 
return we pledge our word to be even more interesting and good-natured than 
hitherto. By invitation, the School Commissioner will lecture before the Insti- 
tutes at Hopedale, Athens, Logan, St Clairsville, Eaton, Uhrichsvills, Milan, Ce- 
lina and Westerville, and, if possible^ at Felicity and Pomeroy. 



The Meeting at Buffalo.— See July Monthly. It will be a time of interest 
Among the speakers will be Messra Northrop and Kneeland, of M&ss.; Camp, of 
Cona; North and Youmans, of New York, and Wells, of IlL 



American Institute op Instruction. — The Thirty-first Annual Meeting of 
the American Institute of Instruction will be held in Boston, at the Tremont 
Temple, on the 21st, 22d and 23d days of August 

The Public exercises will be as follows: On Tuesday, the 21st, at 3 o'clock 
p. M., the meeting will be organized for the transaction of business. The usual 
addressss of welcome will be made, after which the following subject wiil be 
discussed : h it expedient to make Oallisthenica and Gymnaatics a pari of 
School Training f 



254 THE OHIO BBUOATIONAL MONTHLY. 

At 8 o'clock p. It, a Lecture by C. C. Felton, LL D., President of Hairaid 
University. 

On Wednesday, the 22d, at 9 o'clock a. M., a discussion. Subject: Ha9 
purely Intellectual Culture a tendency to promote good morals f 

At 11 o'clock A. It, a Lecture by Prof E. L. Youmans, of New York city. 

At 3i o'clock p. It, a Lecture by Prof James B. Angell, of Brown UniTcrsity. 

At 8 o'clock p. M., a Lecture by Rev.W. Ormiston, of Hamiiton, Canada West 

On Thursday, the 23d, at 9 o'clock, a. it, a Discussion. Subject : The proper 
mode of Examining Schools and Reporting thereon. 

At 11 o'clock, A. It, a Lecture by M. T. Brown, Esq., Superintendent of Schooia 
in Toledo, Ohio. 

At 3} o'clock, p. It, a Lecture by Bev. A. H. Quint, of Jamaica Plain, Mass. 

At 8 o'clock p. M., Addresses by gentlemen representing the several States of 
the Union. 

Ladies attending the meeting will be welcomed to the hospitalities of the citi- 
zens of Boston. 

Arrangements for free return tickets, to be furnished by the Secretary of ihe 
Institute, have been made with the railroada 

The preparations for the intellectual and social entertainment of the Institute, 

at its next meeting, are such as can not fail to render the occasion one of great 

pleasure and profit 

D. R HAGAR, President 
B. W. Putnam, Recording Secretary. 

BosToK, July, 1860. 



^uk Sotices. 



SCBOOIrDAYS OF ElflMEKT MeK. FoLLETT, FoSTER, & Co., COLtTHBITS. 

For a long time we have not read a more interesting and instructive book 

than this work, " by John Timbs, F. S. A." It is a republication of the London 
edition, and treats, /£r«^ of the progress of Education in England from the reign 
of Alfred to that of Victoria ; second^ of the school-days of celebrated authors, 
philoso^ers, poets, inventors, discoverers, divines, heroes and statesmen of Eng- 
land. Would you learn of the founding of the British universities ; of Rugby 
Harrow, Eton and other famous schools ; of the bov-life of Sir Thomas Moore, 
Burleigh, Coke, Spenser, Philip Sidney, Bacon, Shakespeare, Clarendon, Hale, 
Bunyan, Barrow, J[)ryden, Wren, Ken, Penn, Mulbrough, Addison, Pope, Wesley, 
Mansfield, Pitt, Olive, Hastings, Burke, Gowner, Gibbon, Paley and one kun- 
dred o^ers ? just send $1 to the publishers. It is well printed on good psper, 
and bound in good style. Or, send the Monthly six subscribers, and f 6,00, 
and receive a copy of ike work gratis. 

Child's Book of Natural History. Illustrating the Animal, Vegetable and 
Mineral Kingdoms, with applications to the Arta By M M CarL New York, 
A. S. Barnes & Burr, 1860. 

Just the book to amuse and instruct ** Our Charley." The plan is good — the 

execution fills the plan. 



OUK ADVEBTISINa PAGES. 255 

OUB ADVERTISING PAGEa 

If any School periodical is blessed with a better class of advertisers than the 
Monthly^ we offer it our congratulation ; though we are yet to make its acquaint- 
ance. 

Webster and Worcester^ jpor nohile frairum^ fight their amiable battles on 
our pages. O, reader, would you witness a literary " mill T Then peruse our 
advertising pages. G. k 0. Merriam, and Swan, Brown & Tileston are publish- 
ers who are determiYied that the world shall know what things mean. 

Appleoate & Co., of Cincinnati, advertise certain works of high value. Read 
and ponder. 

A S. Barnes k Burr, give us four new pages for our present number. 1st. 
Natural Philosophy. 2d. Beader& 3d. Mathematics. 4tL Grammars. Do 
not fail to examine their advertisements. Thee are worthy. 

R C. & J. Biddle's page should not be passed unnoticed. 

C. A. Partridge sells books that are books. It will do anybody good to read 
them. 

W. B. Smith k Co. Well, to suppose them capable of publishing an inferior 
book would betray dullness of the lowest grade. Two of their pages in our 
present number are new. They get up mathematical works of " the purest Ray 
serene,' ' and readers, grammars, etc., to match. 

MooRB, Wilstach, Rets k Co., advertise works which no man or woman can 
afford to do without Read, and forward your orders. 

J. n. Rolf will do well by those who, having read his notice, make applica- 
tion for employment 

Butler's Ink. You should use no other kind. (}et the best ; get Butler's. 

Behold the Cover ! On the second page, just below the " Contents," see 

Bfr. Sanford's advertisement We have been through that Seminary — not as a 
pupil, of course, but as an interested visitor. From A to Z it is all right 

Eelsall. a few days ago we visited his factory. His work is first rate. We 
have never seen better stock worked up; no, not even in Bostoa He deserves 
abundant patronage. 

Mr. Hurtt writes firom Buffalo that Chase's school furniture is of the best 
quality. We dare say. 

Finally, go to Middleton k Stobridge for your engravings 



A Ffw Words to Authors and Puru8HER& — 1. When works of intrinsic 
worth are sent us, we will give them a brief, but &ir notice in our pages, and 
regard the books received as a value received — an equivalent for the service 
rendered. 2. All school books and other works, which are or may be advertised 
in the Monihhfj though of no value to us, will receive due notice as soon as 
practicable after their receipt 3. School books and other works of no value to 
us, and which are not advertised in the Monthly^ we prefer not to receive, and 
can not notice. 



dfficisl Separtment. 



CIRCULAR TO COUNTY AUDITORS AND BOARDS OF EDUCATION. 

Office of State School Commisstonee, 1 
Columbus, 0., August 1, 18C0. j 

Gentlemen : I to-day send you the blanks required for your school reports 
for the year ending with the Slst inst. 

You will notice that those prepared for the Boards of Education are greatlj 
redrced in form, and changed in style, from those in former years. The purpose 
of this change is to simplify and to reduce expense. They, however, embrace all 
that is requisite, and all that was contained in the more bulky forms of preyions 
years. I beg leave to urge upon Auditors the necessity of using their influence 
with the Boards in their respectiyj counties for securing prompt and full obe- 
dience to the requirements of the law. I earnestly desire to receive returns from 
every county as early as the day prescribed by law, viz — The Fifth day of No- 
vember. Will Auditors please examine pages 8, 4, 5, 86 and 87 of my last 
annual report? 

I deem it my duty to press upon the attention of all Boards of Education tiie 
duty and necessity of sending full reports to the County Auditors, on or before 
the first day of October. The labor requisite is neither difficult nor oneroas ; 
and there can be no good reason on the part of any Board for a failure to per- 
form promptly, exactly and fully what the law requires. Boards, and especially 
their Clerks, are referred to pages 36 and 87 of the report for last year. Many 
members of the Legislature, and many of the newspapers of the State, have de- 
manded that there shall be no further indulgence shown those Boards which ne- 
glect to make their returns in due time and in a proper manner. And it is my 
own opinion that, in the future, no city, village or township which fails to make 
a sufficient report, should share in the school funds of the State. I sincerely 
hope that there may be no occasion for pressing the execution of this part of 
our school law. 

In former reports many errors have occurred^ in regard to the fractional parts 

of school months. This may have arisen from the fact that we have no legal 

standard *.o apply in the case. There is no law in the State which prescribes 

the number of days which compose a school month ; and usage is very far from 

uniform in the matter. It is a matter of agreement between parties. But that 
uniformity in reports may be secured, I assume the liberty of prescribing twen- 
ty-two teaching days as a school month. This rule, of course, applies only to 
the matter of reports. 

N. B. Though it has nothing to do with the report under consideration, I 
deem it proper to remind you that the enumeration for the next school year mast 
be taken between the first and third Mondays of September next, and immedi- 
ately returned to the Township Clerk, who shall make an abstract of the same 
and return it to the Auditor on or before the first day of October. See section S 
of the law as amended April 17, 1857. 

Yours, truly, ANSON SMYTH, Commissioner. 



i^Z^-iL_«,t^ .,-^6 



THE 

^^TT T*V 



THLT, 



nttiom* 



7ol. 1, No. 9. 



.CE MANN. 



ON, AT NEWARK, 

d at Dayton, in 
3 presence gave 
ace Mann. At 

interest in the 
tial part in its 
3 was heard for 
3h, in a greater 
I Apostle. No 
m, his towering 
Darted — no one 

grey eye, and 

penetrating but 

..ences, in which 

popular educa- 

< that in a few 

arden of Eden 
tasks. Horace 



.c-'-'^a ?^-<ac <^^ .^--^ & 



THE 

OHIO 



EDUCATIONAL MONTHLY. 



SEPTEMBER, 1860. 



Old Series Vol. 9, Ho 9. Hew Series, Vol. 1, No. 9. 

' — 



4 CHARACTER AND SERVICES OF HORACE MANN. 

BY WILLIAM T. COaGESHALL. * 

AN ADDRESS BEFORE THE OHIO TEACHERS' ASSOCIATION, AT NEWARK, 

JULY 5, 1860. 

When the Ohio Teachers' Association convened at Dayton, in 
July, 1859, among the prominent educators whose presence gave 
interest and character to its deliberations, was Horace Mann. At 
several previous meetings he had manifested lively interest in the 
purposes of this Association, had taken an influential part in its 
proceedings, and then and there his eloquent voice was heard for 
the last time in public appeal for the cause, of which, in a greater 
degree than any other man, he was the recognised Apostle. No 
one who looked then upon his tall, erect, spare form, his towering 
brow, over which thin grey hair was scrupulously parted — no one 
who observed the vivid expression of his clear, grey eye, and 
with emphatic distinctness of utterance, in a voice penetrating but 
musical, heard him utter a series of antithetic sentences, in which 
culpable indifference to, or praiseworthy zeal for, popular educa- 
tion were immpressively characterised, supposed that in a few 
days his personal career on earth would be ended. 

Few men, comparatively, since Adam left the Garden of Eden 
to labor, have died from excess of self-imposed tasks. Horace 

* State LibrariAn. 



258 THE OHIO EDUCATIONAL MONTHLY. 

Mann was one of them. He hated idleness as he hated ignorance, 
and the force of that hate, with all his natural power of language 
and his cultivated skill in rhetoric he could never express. He 
said ^4dleness is the most absurd of absurdities, and the most 
shameful of shames." 

One of the virtues I claim for human nature is not set down in 
the ordinary calendar. Poets and orators have been excused for 
speaking of "virtuous indignation," but if to the word hate any- 
one should attach as an adjective the precious word (christian, he 
would be likely to subject himself to severe censure. I will not 
now take the risk of such censure ; yet I think the poet Brown- 
ing described exactly such a hate when he described the most 
eminent of Italian poets and thinkers — 

"Dante, who loved well, because he hated, 
Hated wickedness which hinders loving." 

If my estimate of Horace Mann be not radically wrong, these 
lines apply to him. He was the most eminent modem exemplar 
in America, of philosophic hate — philosophic because wisely cotf- 
sidered and well directed. 

The secret spring of his career, self-sacrificing, unwavering, 
nobly successful, yet surrounded with embarrassing bitternesses, 
he exposed in his memorable speech at the dedication of the first 
American State Normal School at Bridgewater, Mass., August 
19th, 1846. ^ 

— "The feeling which springs up spontaneously in my mind 

* * * * in view of the errors and calamities and iniqui- 
ties of the race is, not to flee from the world, but to remain in it, 
not to hie away to forest solitudes or hermit cells, but to confront 
selfishness, and wickedness and ignorance at whatever personal 
peril, and to subdue and extirpate them, or perish in the attempt." 

We will concisely review the life and services of Horace Mann, 
and briefly consider what is the lesson of that life for those who 
would do good and great service for popular education. 

He was bom in the town of Franklin, Norfolk County, Massa- 
chusetts, on the 4th day of May, in the year 1796. His father, 
an upright, stem man, died when Horace was thirteen years of 
age, his health having been gradually impaired by disease of the 
lungs. His mother was a wi^e woman who had strength of char- 
acter enough to decide for and direct her children. Horace inher- 



GHABAOTBR AND SERVICES OF HORACE MANN. 259 

ited weak lungs, susceptible nerves, an active brain, and a com- 
pact muscular system. He attended the poorest school of his 
native town, on an average of six or eight weeks a year, until he 
was fifteen years of age. There he learned how to read, and how 
to write, and was taught the obvious characteristics of arithme- 
tic, grammar and geography ; but he had an irrepressible thirst 
for knowledge, which the school did not satisfy, and he read all 
the books of a small library presented to the town by Benjamin 
Franklin — a library he afterward described as '^consisting of 
old histories and theologies, suited perhaps to the 'conscript 
fathers,' but miserably adapted to the 'postscript children.'" 
Opportunities for reading were gained by unremitting dilligence 
at work. In his mature life Mr. Mann said — "I do not remem- 
ber the time when I began to work. Even my play-days — ^not 
play-days, for I never had any — ^but my play-hours were earned 
by extra exertion, finishing tasks early to gain a little leisure for 
boyish sports." * * "Work has always been to me what water 
is to a fish." Throughout his boyhood he was subjected to contin- 
ued denials and deprivations, and he always regarded it — as any 
man or woman may — an irretrievable misfortune that his child- 
hood was not a happy one. He did not find contentment, but he 
found peace in the hope that "an inward voice which always 
raised its plaint for something nobler and better," would some day 
be answered. When he was told that a lady who was on a visit 
to his mother, had studied Latin, he looked upon her as a sort of 
goddess, and when an opportunity of such study for himself was 
offered, it broke upon his mind with wonder and bewilderment. 
It occurred in a chance school, taught by an eccentric man named 
Barrett, who was distinguished for having correctly memorised 
the ordinary class books in Latin and Greek. Having obtained a 
reluctant consent from his guardian that he might prepare for 
college, Horace Mann brought his native force of character, and 
his accustomed dilligence of application to bear upon the neces- 
sary studies, and in six months fitted himself for an examination, 
which gave him a place in the Sophomore class o^ Brown Univer- 
sity. That was in 1816. He was then about twenty years of 
age. Required by illness, superinduced by excess of mental 
labor, to suspend his studies for short periods in each year, and 
teaching school each winter, in order to obtain means to defray 



260 THE OHIO EDUCATIONAL MONTHLT. 

his summer expenses, yet when his class graduated in 1819, 
Horace Mann was awarded the place of honor in the Commence- 
ment exercises, and spoke an oration on the Progressive Charac- 
ter of the Human Race, the hopeful vigor and decided antipathies 
of which foreshadowed the principles of his subsequent career. 
While at college, he had entered his name as a student-at-law, 
but after graduation, was called to the post of Latin and Greek 
tutor in his Alma Mater. He introduced methods of study and 
recitation calculated to associate historical, geographical and sci- 
entific knowledge with the acquisition of language, and though 
indulgent to his class when lessons were perfect, was so unrelent- 
ing in his analysis of imperfect recitations, that when one of the 
students had fallen sick with fever and ague, and the Steward was 
about to give him medicine to induce perspiration, his room-mate 
reccommended that he be sent to Mr. Mann's recitation-room 
without his lesson. 

In 1821 Mr. Mann resigned his tutorship, and again turned his 
attention to the study of the law. He was admitted a member of 
the Norfolk Bar in December 1823, and immediately opened an 
office at Dedham, Massachusetts. He practiced law thirteen 
years and gained distinction at the Bar as an eloquent advocate, 
shrewd tactician and consciencious counselor : meantime he had 
become known as a wise and beneficent legislator. In 1827 he 
was elected to the Massachusetts House of Representatives 
from the town of Dedham, and he continued to be the Represen- 
tative of that town until 1838, when he removed to Boston and 
was elected to the State Senate for the county of Suffolk, a post 
he held for four successive sessions, during two of which he was 
the Senate's presiding officer. As a legislator, he led movements 
for public charity, for internal improvements, against gaming, and 
against the traffic in intoxicating liquors. He was chiefly instru- 
mental in the passage of the famous ^^ fifteen gallon law," and was 
the author and leading advocate of the law by which the first 
State Lunatic Hospital was established, at Worcester, in 1833. He 
had been influentially identified with movements for the encour- 
agement of popular education, and when, June 29th, 1837, the 
Massachusetts Board of Education was organized, Horace Mann 
was unanimously chosen its Secretary. The salary was $1,000 a 
year — ^the work was onerous — ^the prospect of satisfactory sue- 



CHARACTER AND SERVICES OF HORACE MANN. 2Bl 

cess doubtful — ^but Horace Mann did not hesitate to decline a re- 
election to the State Senate ; transfer a lucrative law practice ; 
withdraw from political and reformatory associations which were 
dearly cherished, and consecrate himself, body and mind, to the 
noble task of awakening an active and correct public sentiment for 
Common Schools in his native State, and of instituting plans of 
management, establishing courses of study, and directing proces- 
ses of instruction, which would render those Schools worthy en- 
lightened and advanced public opinion — a public opinion affirming 
that, " in a Republic ignorance is crime, and private immorality is 
not less an opprobrium to the State than it is guilt in the perpe- 
trator." The heroism of a purpose so comprehensive and far- 
reaching for good, is as high as any preserved in the history of 
our country's national development ; its success as memorable an 
achievement. 

Horace Mann possessed uncommon capacity for persistent and 
well-directed labor ; — ^he said truly " whenever I have had anything 
to do, I do not remember ever to have demurred, but have always 
set about it like a fatalist; and it was as sure to be done as the 
sun is to set ;" — ^he commanded clear thoughts ; he was an orator 
of peculiarly impressive manner; he was master of a shrewd 
style of expression, and of rhetorical grace which imparted keen- 
ness and charm to whatever he wrote or spoke ; his character was 
above reproach; his personal habits weresignificantly exemplary — 
he expressed what all who knew him acknowledged when he said 
" I was never intoxicated in my life, unless perchance with joy or 
anger — ^I never swore — ^indeed profanity was always most disgust- 
ing and repulsive to me, and, (I consider it almost a climax) I 
never used the * vile weed' in any form. I early formed the res- 
olution to be a slave to no habit." The imperial will which thus 
decided, directed all the characteristics I have enumerated, and 
therefore it was, that neither legitimate opposition, nor selfish 
misrepresentation prevented Horace Mann from leading the edu- 
cational forces of Massachusetts through a series of conquests, 
which rendered the Common Schools of that State models for all 
the other States — causing the educational tone of the whole coun- 
try to become higher, and giving the indefatigable Secretary not 
only a national, but also a European reputation as a public bene- 
factor. 



•^^ 282 



THE OHIO EDUCATIONAL MONTHLY* 



Horace Mann was Secretary of the Massachasette Board of 
Education twelve years — from 1887 to 1849, during which time 
he spent six months (in 1848) in Europe, at his own expense vis- 
iting schools and studying the most approved plans and processes 
of education. The twelve Reports which, for those years, he 
made to the Board of Education, describe his labors and expose 
his plans. 

He held that the object of the common school system was " to 
furnish every child in the commonwealth a free, straight, solid 
pathway by which he could walk directly from the ignorance of 
an infant to a knowledge of the primary duties of a man ; and 
could acquire a power and an invincible will to discharge them/' 
He was satisfied that the schools in existence did not present such 
a pathway, and he devoted pertinent inquiries and apt investiga- 
tion to a satisfactory solution of the question " what could be 
done to rescue faculties, powers, divine endowments, graciously 
designed for individual and social good, from being perverted to 
individual and social calamity." He did not seek popularity by 
" lulling flatteries to deepen the slumbers of an already sleeping 
community," but he mercilessly exposed culpable indifference; 
sharply satirised folly ; rebuked wickedness and condemned in- 
competence both of school officers and of school teachers. He 
Aowed by statistics ; by descriptions fervidly eloquent ; by ooa- 
trasts provokingly disparaging, that the schoolhouses of the State 
w:re too few and were unfit for the purpose designed; that the 
number of school teachers was too small, and that the standard of 
qualification as well as the wages, was too low ; that confusion of 
school books was confusion ot knowledge ; that reading, spelling, 
writing, and all the other primary stud-es were improperly or im- 
perfectly taught ; that physical health was disregarded, and men- 
tal imbecility consequent, and he suggested plans and practices by 
which the evils he described might be mitigated and the wrongs of 
which he complained might be redressed. He impressed his views 
in public addresses, by means of a monthly journal which he edited, 
and through his annual reports. Ignorance and selfishness 
arrayed themselves against him ; incompetence and prejudice mis- 
represented him, but he had neither fear of, nor favor for, such 
enemies, and with argument, satire, ridicule and bitter phillippicy 
showing '' the naked angularities of things ;" giving no thought, 



CHARACTER AND SERVICES OF HORACE MANN. 268 

no time to anything but the duties of his post, he worked steadily 
right on. What was the result ? 

The value of reforms which he directed, for ventilation, for hu- 
mane desks and seats, for play-grounds, for school books, for 
improved methods of teaehing spellincr and reading, and the other 
<< common branches," no rhetorical phrases nor statistical tables 
can set forth. They are felt in all the common schools of our 
land. But an approximate estimate of the general good effect 
of his labors can be formed from the fact that between 1837 and 
1849 the town and city appropriations for teachers' wages and for 
fuel in the schools, nearly doubled (1837— $400,000; 1849— 
$749,943) — that the number of teachers was increased 1973, of 
which 1919, all but 54, were women. The value of school houses 
had been augmented $2,200,000 ; the school laws of the State 
had been revised ; three Normal Schools had been established ; 
School Libraries had been encouraged and improved ; Teachers' 
Institutes had been introduced; Educational Conventions were 
requried and the State Board of Education, with an able, inde- 
fatigable Secretary, were wants . which the public recognized. 
General attention had been awakened to the pecuniary value of 
education, and public interest aroused on behalf of its moral, 
religious and political advantages. 

The vigorous addresses and reports on these topics, which Mr. 
Mann prepared, furnish the staple of more than two-thirds of all 
the reports and speeches on public education in America since 
1849, and suggest a great measure of what has since been recog- 
nised as the power and purpose of Common Schools. 

This is but a meager summing up of a great work on which 
any public officer might have been contented to rest his fame, but 
while devoted with all his energies to that work, Horace Mann 
had been elected to succeed John Quincy Adams in the House of 
Representatives of the American Congress. He accepted the dis- 
tinguished honor and took his seat at the opening of the second 
session of the Thirtieth Congress in December, 1848. He was re- 
elected and served in the Thirty-Second Congress. He was then a 
candidate for the office of Governor of Massachusetts. He failed to 
accomplish in Congress what many ardent friends anticipated — ^the 
establishment of a National Bureau of Education — and he manifes- 
ted no remarakble powers as a national legislator, but he was right 



264 THE OHIO EBUOATIONAL MONTHLT. 

on all qaestions ajfecting the highesc interests of the nation, and he 
spoke ablj on several important ones. All his votes and all his 
speeches evinced the spirit he demanded for other Representatives^ 
that because a man aspired to office he was under no imperative 
obligation ^^ to poise his soul on what mechanicians call a universal 
joint which turns in every direction with indiscriminate facility." 

In the year 1853, Mr. Mann accepted the Presidency of Anti- 
och College, and became a citizen of Ohio. He had a great pur* 
pose in the work which he assigned himself in thalt sphere. 

To secure for young women equal opportunities for education 
with young men, in the same studies, in the same classes, by the 
same instructors. 

To confer the college degrees only upon persons who, besides 
sustaining the requisite literary and scientific character, were free 
from grovelling associations and demoralising practices. 

To establish within the walls of the college a common law 
which should exhibit the relation of students and faculty to be 
that of a family— each member regarding the honor of another as 
sacredly as his own, but not shrinking from the exposure of any 
transactions which the prosperity of a fellow-student or of the 
college required. 

To the work thus sketched Mr. Mann devoted himself with the 
same talent, zeal and industry which characterised his labors as 
Secretary of the Massachusetts Board of Education. Outworn 
with unremitting efforts — efforts embittered by personal contro- 
versies relentlessly prosecuted, he died August 2d, 1859, just 
when the affairs of the college had been so arranged that he was 
free to test his plans fairly. Here is not the place to discuss the 
peculiarities of those plans. I go back from Horace Mann, 
President of Antioch College, to Horace Mann, the Common 
School Advocate. 

When the Massachusetts Board of Education announced his 
resignation as its Secretary, it said " he has enstamped his name 
so deeply upon the educational interests of the State, that it will 
never be effaced.'* Why ? He was honest and capable — ^fearless 
and persevering. He was a keen observer ; he could felicitously 
and graphically describe his observations, and he never failed to 
show what was necessary to mitigate the evils he exposed. He 
did not employ his rhetoric on abstract platitudes for miscellane- 



GHABACTBR AND SERVICES OF HORACE MANN. 265 

ouB education, but he exposed what was needed to provide for 
every child in the Commonwealth, intellectual, moral, political and 
physical training, which would fit it for intelligent and faithful 
discharge of the practical duties of life. In his investigations he 
was direct, and in his denunciatioDis and appeals personal — (in the 
general^ not special sense of that phrase) — exemplifying the 
wholesome sentiment that 

" SeYeritj, indeed, trae kindness is, 
Inspired bj Ioyo and wisdom." 

A friend of mine, who is a thinker, on being asked, after he 
had made Mr. Mann a visit, what was his chief characteristic, 
replied, " He is eminently clean." The remark was just and pro- 
found. He was intolerant of unclean things, and not less for 
himself than for others ; alike for physical, mental and moral 
purity was he imperative, holding one consequent upon the other, 
and believing that instruction and development, possible for Com- 
mon Schools, would make it the common sense of community that 
" not only lying lips, but a dyspeptic stomach is an abomina- 
tion to the Lord." He never forgot, nor disregarded, what Mrs. 
Browning has expressed, that * 

" All society, 

Howeyer unequal, monstrous, crazed and cursed, 
Is but the expression of men's single liyes — 
The loud sum of the silent units.'' 

And not only did he never waste efiTorts to " change the aggre- 
gate and yet retain each separate figure," but he labored wisely, 
nobly, powerfully, for influences competent to make each separate 
figure right in its place, full in size, correct in form, clear in 
expression. No man as active and earnest as Horace Mann was, 
is without prominent faults. His antipathies were mightier than 
his sympathies, and often misled him, but justice and mercy tem- 
pered his hate of wrongs and vices — or as some people may prefer 
to hear it called — ^his spirit of reform. His determination was more 
potent than his prudence, but the highest good of mankind was its 
object, and he will live in the annals of American biography as a 
brilliant illustration of what all progress teaches, that true men, 
in his own words, ^^ do not change, like the vanes of our steeples, 
with the course of the popular wind, but like mountains change 
the course of the wind,*' 



266 THE OHIO EDUOATIONAL MONTHLY. 

H9raoe Mann will have a monument on Boston Common, built 
chiefly by means of subscriptions raised among the common 
school children of Massachusetts, — an honor to his memory appro- 
priate for a benefactor — ^but his proudest monument will live in 
results flowing from the Common Schools of America. 

Time and place forbid that I should attempt more than a bold 
outline of Horace Mann's character and services. In them lie 
many lessons — ^lessons for what ought not to be done, as well as 
for what ought to be done. His Reports, Lectures and Speeches 
are worthy attentive study by every teacher and every friend of 
popular education. I trust the effect of what I have said about 
him, will be a thorough investigation of his character, purposes 
and methods, by many who hear me. 



REPORT ON LOCAL SUPERVISION OF SCHOOLS. 

J BY M. F. COWDERY. 

Since I was informed by the Executive Committee, a few weeks 
ago, that I would be expected to make a report on the subject of 
the Supervision of Schools, I have been so engaged with my own 
school duties, as to j^ave had no time to write out a formal report. 
But rather than disappoint you entirely, I will state, extempora- 
rily, such facts and considerations as suggest themselves from my 
own experience. 

During the last twenty years, a very unusual degree of atten- 
tion has been given to the subject of public education in our 
country. Many improvements have been suggested, and modifi- 
cations proposed by the ablest minds in the country. The subject 
of general and local supervision has been much discussed. But 
of all the various points or features in the work of education^ 
only a few have been settled so as to be beyond all controversy. 
It is probable that only a small number will be retained by those 
who come after us. It is hoped, it is true, that free schools will 
be continued to all time to come, but it may not be the case. 

* This Address, made at the recent meeting of the State Association, was not 

written, and we gire our own report only. 



REPORT ON LOCAL BTPBRVISIOK OF SCHOOLS. 267 

Further light may change the opinions of wiser men who may 
come after us. We can not see how the principles of gradation 
and classification can be dispensed with; but they may be 
changed. The character of school buildings is, I think, best 
settled. 

But this question of General and Local Supervision is open to 
discussion. We have had some specimens of its value in our own 
and other States. We have had a plentiful lack of supervision, 
also, in illustration of that side of the question. Undoubtedly 
there is a question in many minds whether there should be any 
supervision of schools. In my view of the matter, it has very 
important bearings on the welfare of the schools; and every 
well-informed teacher should understand these bearings, in order 
to meet any opposition that might arise. 

The healthful condition of public sentiment depends upon what 
the villages and cities think. Their opinions are formed by the 
condition of the schools in their midst. The character of the 
schools depends upon their local supervision, and the general su- 
pervision depends on the local supervision. The decision of this 
question depends both upon reason and experiment. Were we to 
be ever so clear, we could not convince any community that they 
had better pay $1,000 a year for a Superintendent, if their expe- 
rience was against it. 

Let us look at the kind of work to be done in towns and cities, 
and see if supervision is necessary. You will bear in mind that 
many schools are to be made one in unity of action. There must 
be some means provided to make the instruction harmonious, 
Teachers are employed to teach in their own schools ; and they 
are not expected to take any part in the schools around them. 
There must be some man whose duty it is to give attention to this 
matter ; for a system of graded schools, without uniformity in 
discipline, &c., is not worth the name of a classified school. And 
after the several schools have been classified and harmonized, they 
are to be kept so. Many persons think that after the schools 
have been put in good shape, they will remain so ; but there is no 
greater error. They are to be kept in good working order by 
persevering industry, by the vigilance of an active mind. Some 
body must be constantly watching, or great injustice will accrue to 
all ; teachers will have double work to perform, and pupils will 



268 THE OHIO EDUCATIONAL MONTHLY. 

work to disadyantage. There must be some mode to provide tmi- 
formity of discipline. A written code of regulations, placed in 
the hands of teachers, is not sufficient. The whole thing must be 
the result of constant work and observation, to insure uniformity. 
A few things are overlooked by well-meaning citizens. The 
question is frequently asked, " of what use is a Superintendent?" 
They do not bear in mind that courses of instruction have been 
extending. They do not think that teachers will be changing con- 
stantly — ^new ones coming in that will need training into the ar- 
rangements of the system, and not simply to read certain written 
regulations. Some body must do this work, and look after it aU 
the time. 

Another thing is not remembered — ^that all the modes of instruc- 
tion are in an unsettled state. If we could point to precedents — 
if we could refer to the best modes of instruction, to the written 
experience of those who have gone before us, and say "here is 
the way, walk ye in it," the case would be quite difiFerent. But 
these best ways are to be wrought out yet, and some body must 
study, compare and collect them. 

All these things seem to point to the necessity of having some 
active mind in the public service, engaged in the schools, who may 
take note of such things as seem to him important. 

Let me call your attention to the qualities that every good edu- 
cational system should possess. In the first place, every system, 
to be worthy of use, should possess entire moral independence. 
It should have power to employ or dismiss, for good reason, any 
teacher in coimection with its service, irrespective of the judg- 
ment of the community. That system of schools is in a pitiful 
position that is not able to do this. Second. Every school sys- 
tem should not only be able to employ and dismiss, but should be 
able to administer discipline, on the basis of simple and exact jus- 
tice to all— dispensing blessings to everybody, but favors to none. 
This involves a high degree of moral independence. Third. 
Every school system should be able to administer regulations to 
the whole community, irrespective of prejudices which tend to 
embarrass its work. Lastly, every school system ought to be able 
to give tone to public sentiment, (instead of being the slave of it,) 
BO far as the amusements of the young are concerned. 

I have no thought that supervision is going to do all this work. 



bates' ikstitutb lectures. 269 

I am thinking of the architect and his skillful workmen; that the 
workmen and the architect together may be able to accomplish it. 
I am thinking, that while the labors of teachers are faithful, every 
hour there are questions arising that involve the interests of teach- 
ers, of pupils, and of the public, that require prudent manage- 
ment, lest somebody receive harm from what is right in the 
premises. I don't see how a school system is to be made popular 
— to possess the elements bf energy, which are essential to the 
high standing of business men — while the teachers are teaching 
in several rooms without mutual understanding and sympathy; 
or even with it, without some active mind to counsel and direct. 

There is not only labor for one man, but for several, in the 
department now a^siened to me. I could easily mark out labor 

ning at large that never saw the inside of a school-room ; here 
are those who look in occasionally, but are never benefitted by the 
school ; here are vagrant children, that would require the entire 
time of an individual competent to engage their attention and 
hold their wandering minds. Here is enough for a Superintendent 
to do ! He would find enough to do in bringing those classes into 
the school-room ; and there are other branches that I could set 
him at. 

But in regard to supervision, the people must have confidence 
that they are receiving the worth of their money. When this is 
the case, there is no complaint. I hope others will elaborate 
what I have merely suggested. 



Scolding. — A little girl, not six years of age, screamed out to 
her little brother, who was playing in the mud, "Bob, you good- 
for-nothing little scamp, come right into the house this minute, or 
I will beat you till the skin comes ofi" ! " " Whv, Angelina, An- 
gelina, dear, what do you mean? Where did you learn such 
talk ? " exclaimed the mortified mother, who stood talking with a 
fHend. Angelina's childish reply was a good commentary upon 
this manner of speaking to children. " Why, mother, you see we 
are playing, and he's my little boy, and I am scolding him just as 
you did me this morning ; that's all." 



270 THE OHIO EDUCATIONAL MONTHLY. 

BATES' INSTITUTE TiECTURES. 

BT ALFRED HOLBROOK.* 

An examination of this yolume, compels me to urge it on the 
attention of teachers generally. 

Since Institutes have become one of the recognized necessities 
of education, they demand, like other departments of the great 
system, a literature adapted to their peculiar exigencies. No In- 
stitute accomplishes its whole work, without a course of lectures 
to and for the people. More light has been diffused among the 
people, and more has been done to effect public action, and to in- 
fluence legislative enactment by this means than by all others 
combined. Hundreds of Union Schools, and Public School Sys- 
tems, in large towns and cities, have been established through the 
immediate influence of Institutes, and yet the work is but com* 
menced in many States. 

Teachers have too often been compelled to call on men of other 
professsions to make the connections between the Institute and the 
people, and they have too often failed to do it. Mr. Bates' 
Lectures are eminently of this connecting character. While 
they are full of meat for teachers, they bring the ends, aims 
and advantages of education home to the mind and heart of the 
people. 

Legislators who flnd themselves hampered by the backwardness 
of the people, could effect a change in no other way so certainly, 
and with so little expense, as by putting in circulation a sufficient 
number of copies of this and similar books among their constitu- 
ents. Every true teacher who reads this volume, will be impelled 
to put it in circulation, and then another, and another. Teachers 
are missionaries : we can also become colporteurs. When this 
and other corresponding measures are adopted and urged by the 
whole body of teachers in concert in any State, legislatures will 
be constrained to enact such laws as the thorough education of the 
whole people demands. 

On all other subjects, for all other occasions, speakers have 

materials ready formed to their hands. Teachers and others who 

are called on for lectures before Institutes, find here material of 

suitable quantity and quality which of course they will work over 

* Prinoipftl of the Sonth-Western Normal Sohool, Lebanon. 



TEACHIKG ASPIBATIONS. 271 

and incorporate into such -addresses as may be adapted to their 
own character and the peculiar circumstances of the occasion. 

Again, every teacher who is true to his profession, will endeavor 
to elevate that profession in the estimation of his pupils and pat- 
rons. In order to do this, he must be fully imbued with its spirit, 
with its true aims with its just demands, on himself and on the 

people. Let him drink deeply from the fountain of love and 
truth, which wells up so generous and pure in the course of Insti- 
tute Lectures. 

The lecture on the study of Language embodies the most ap- 
proved and successful method of 'teaching the languages. The 
old and repulsive plan of keeping the pupil on the Grammar 
alone for six months, in memorising the definitions, paradigms, 
rules, explanations, etc., the most of which are entirely unintelli- 
gible to the learner, Mr. Bates contrasts with " the better way," 
viz : that of learning the Grammar by practice. The invincible 
repugnance aroused by the stupid course, too generally pursued, 
in initiating the tyro into the study of the languages, has extin- 
guished many a glowing genius, and diverted great numbers from 
the pursuit of a liberal education. 

In this connection, the author well remarks : ^^ Many of those 
who now denounce in unmeasured terms, the study of the Ancient 
Languages, judge of the difficulties to be encountered, in master- 
ing the rudiments by the senseless labors to which they them- 
selves were once subjected. The faults of the systems of 
instruction, are charged upon the studies themselves ; upon which 
are bestowed curses loud and long. And it sometimes happens 
that those very powers which have been acquired by the most 
elaborate classical training, are employed in condemning their 
use. Whenever I see such shameless ingratitude, I am forcibly 
reminded of the words of the dying Caesar : *et tu Brute J " — ^p 
176. This lecture on languages alone, might prove a hundred 
times more valuable than the price of the book to many an old 
fogy teacher, to say nothing of his pupils. It is a sad considera- 
tion that fogyism will prevent any such investment. 



272 THE OHIO BBXJCATIONAL MOTNHLT. 

TEACHING ASPIRATIONS. 

BY HARVEST HOME. 

To the elastic, hopeful mind of an ambitious girl, no field of 
action presents so many charms as the school-room. Poetry, ro- 
mance, and even sombre-hued history, have invested its duties 
with a most bewitching halo : as she looks forward to years of 
usefulness, in paths her feet have yet to learn the weary way, the 
organ notes of blissful rewards for cares and toils come surging 
down the aisles of Hope, and fill her impulsive heart with joy be- 
yond measure, as with a clear Faith and youthful ardor, she enters 
vigorously on her duties. No dark shadow hovers around, but it 
is all beauteous as a poet's dream. 

Images of wayward scholars with unprepared tasks, and uncivil 
mien, strengthened by injudicious home-training, her own exhaas- 
ted patience and energies, perchance feeble health, never cross 
her mind — all will yield a loving obedience to the hand that shall 
rule, ^0 firmly but gently. Mayhap her ambition is to be mistress 
of a little white school house in the centre of pioneer homes ib 
the Far West. Wild roses shall twine around its portals, and 
feathered warblers shall hymn their joyous melodies in the over- 
shadowing groves. Embryo statesmen and young girls whose in- 
fluences will bend the destinies of nations, are to learn wisdom 
from her lips ; she is to be beloved and respected by the parents, 
and reverenced by the youth. With the pencil of Hope, she sees 
painted on the vail of Futurity the great minds of earth ascribing 
their earliest aspiration of eminence to her guiding hand ; their 
keen sense of honor and unwavering integrity to her faithful and 
impartial distribution of justice. When in declhiing years the 
reaper shall say, " I have come for my harvest," then peacefully 
will she yield up what has been one long happy sunshine for a 
glorious immortality. 

Aye! dream on, young student. May He who sends thy 
dreams, so portion thy labor that its stern realities may not crush 
thy bright hopes, and leave thee in the depths of despair. 

The Teacher's life is as a vast cultivated field. The seed hath 
been sown widely and abundantly. In the place of full returns of 
ripe grain, the fertile spots are like oases in the desert. Of all 
the seed sown, some has died from neglect, some because the soil 



MATHEMATICAL DEPARTMENT. 273 

was too shallow to give it nourishment, some was blighted by the 
winter of adversity, and some — alas ! that it should be so — some 
became barren from the indifference of the sower. 

Yet be patient, waver not, even though the clouds look dark 
and storms threaten. Be dilligent. '^In the morning sow thy 
seed, and at even withhold not thy hand;" for "bread cast upon 
the waters shall surely be found after many days." And when 
the sod shall have grown green above thy resting place, the seeds 
of knowledge and truth thou hast sown in the spring-time of thy 
life will yield a harvest of nobility and usefulness. 




at^maticd §cpartment. 



SOLUTIONS. 

No. 2. The solution of this problem by M. 0. S., in the June issue, contains 
an oversight In the pUce of the last two sentences of the solution, we substi- 
tate the following : 

Bj similarity of triangles, we readily find that the altitude of the triangle of 
which the trapezoid is a part, is 400, and the area 156j^. Put T for the area of 
the whole triangle, Ti for T— S, and T" for Ti— M; also, h for the altitude of 
T, X for the altitude of T*, and y for the altitude of T". Then T : T^ : : h^ : x2 
and T : T" : : h^ : y', whence 5, w, and », since h— x=s, x— y=m, and s+m 
+n=160. 

[James Goldrick says that he inadvertently used the wrong instead of the 
right values in his solutioa He now sends the results : n=96,738+, m=36,925 
— , and s=26,337 — rods. Mr. Morgan writes that his results were not intended 
to be exactly correct; but only to the nearest unit The results given before 
he thinks are correct We leave the discrepancy with them, knowing that each 
is capable of solving the example, and that the difference is the result of some 
oversight — Ed.] 
No. 7. Solution by James Goldrick. — Subtracting (2) firom (1,) we get 

X*— y*+y— x=4 
Or (x+y) (x-~y)+y_x=4 
When X— y=l, this equation is solvable by adding x— y=l . whence 

(x+y) (x-y)=5 
Or y+y=5 
Therefore, x=3 and y=Z 

Na 7. Solution by A. P. Morgan. —By substitution, &a, we get 

X*— 22x2+x-fll4=0 
Or (x— 3) (x3+3x2— 13x— 38)=-0 
Placing the first factor =0 we get x=3 ; whence y=2. 



274 THB OHIO EDUCATIONAL MONTHLY. 

No. 7. Solution by R. B. Z.— He reduces the equation to y*— 14y2-|- j-f 38=0 
and divides both members by y3+ 2 y* — lOy — 19, thus getting y— 2=0. 

[Willie, of Grafton, Vermont, solved this problem just as Mr. Morgan did. 
We do not consider any of the above solutions as of any higher grade than a 
trial of different values in the primitive equation, or in x* — 22x^-\-x-{-ll4==0j 
and y<— 14y2+y-f 38=0.— Ed.] 

No. 8.' J. Qoldrick, A. P. Morgan, J. M. Anderson, C, W. Greer, H. A. 
Ridner, and R. B. Z., say that one boy ought to have 7 cents and the other 1 
cent, because one furnished 7 times as much melon to the comrade as the other. 



PROBLEMS FOR SOLUTION. 

No. 13. By Willie. — A statue 80 feet high stands on a pedestal 50 feet high, 
and to a spectator on the horizontal plane, they subtend equal angles. Required 
the distance of the observer from the base, the height of the eye being 5 feet 

No. 14. By A. P. Morgan. — By discounting a note at 8 per cent per annum, 
a banker makes 10 per cent per annum on his money. What would have been 
his per cent of gain, if the note had been drawing interest at 6 per cent per 
annum ? 

DiAVD Emekick writes under date of April 11, 1860, as follows: ^^At the 
Teachers* examinations last Saturday in Dayton, the following, among other 
questions in Arithmetic, was presented for solution by the applicants : 

"'A General having formed his army into one solid square, afterwards 
changed it to 238 smaller squares, and had 338 officers and supernumeraries 
left to each smaller square, and 9 men for his own staff. How many men 
had he?'" 

We presume our readers would be exceedingly glad if the examiners would 
send a solution of this question for publication in the Educational Monthly. 



Errata.— In the April No., Solution of No. 1, | of 1st should have been J^ 
and J=10, not 18. Page 184, June No., in the paragraph preceeding " errata^" 
''nol" should be not, 14 should be 12, 17 should be 18, and 10 should be 13. 



Money Spending. — There is one thing I would be glad to see 
more parents understand, namely, that when they spend money 
judiciously to improve and adorn the house, and the ground 
around it, they are in effect paying their children a premium to 
stay at home as much as possible to enjoy it ; but that when they 
spend money unnecessarily in fine clothing and jewelry for their 
children,, they are paying them a premium to spend their time 
away from home, that is, in those places where they can attract 
the most attention and make the most display. 



$t\ttiiaM. 



THE CHILDREN'S HOUR 

BY H. W. LONGFELLOW. 

Between the dark and the daylight, 
When the night is beginning to lower, 

Comes a pause to the day's occupations 
That is known as the Children's Hour. 

I hear in the chamber above me 

The patter of little feet, 
The sound of a door that is opened, 

And voices soft and sweet 

From my study I see in the lamplight, 
Descending the broad hall stair, 

Gbave Alice, and laughing Allegra, 
And 'Edith with golden hair. 

A whisper, and then a silence ; 

Yet I know by their merry eyes 
They are plotting and planning together 

To take me by surprise. 

A sudden rush from the stairway, 
A sudden raid from the hall I 

By three doors left unguarded 
They enter my castle wall ! 

They climb up into my turret 

O'er the arms and back of my chair; 
If I try to escape, they surround me ; 

They seem to be everywhere. 

They almost devour me with kisses. 
Their arms about me entwine. 

Till I think of the Bishop of Bingen 
In his Mouse-Tower on the Rhine. 

Do you think, blue-eyed banditti. 
Because you have scaled the wall, 

Such an old mustache as I am 
Is not a match for you all ? 



276 



THE OHIO EDUCATIONAL MONTHLY. 

I have you fast in my fortress, 

And will not let you depart, 
But put you down into the dungeons, 

In the round tower of my heart 

And there will I keep you forever, 

Yes, forever and a day, , 

Till the walls shall crumble to ruin, 

And moulder in dust away ! 

{^Atlantie Monthly. 



MEMORY. 

BY REV. GEORGE P. HAYS, KITTANING, PA. 

" Lall 4 in th« coaDtlest chambers of the brain, 
Oar thoaghU are liDked by many a chain. 
Awake bat one, and lo, what myriadi rite I 
Each Btamps its image aa the other fliei." — Akom. 

The reason why man knows so little, is not that he has discov- 
ered so little. It is rather that he has lost so many of his discoy- 
eries. We would know very much more if we could only retain 
safely all that we ever knew. Of most men it can truly be said 
that, they have forgotten more than they know. This being the 
case, as every knows it is, it is very important that the memory- 
should be well trained. By being well trained it is not meant that 
it should be merely a lumber house, where things can be tumbled^ 
and though kept there safe enough, yet so poorly arranged that 
all its contents must be overhauled to find the desired item. That 
is a well trained memory which retains all that is committed to its 
care, and so arranges it that any one topic shall at once suggest 
all the facts, and truths and illustrations, that in memory may be 
connected with that subject. 

There are several ways by which a memory, good enough by na- 
ture, may be sadly spoiled. One way is by making it a treasury 
of words, merely, to the neglect of ideas and principles. This 
was a great fault of the text-books that were in use fifteen or 
twenty years ago. Everything was reduced to a rule, and these 
set apart so as to be memorized by the learner. There was in- 
deed some explanation of the principle, but the spirit that perva- 
ded the book was, that the pupil's success depended, and mainly, 
on his familiarity with the rules. Guided by this theory, the time 
was spent on words, and not on the ideas expressed by the words. 



SELECTIONS. 277 

This evil produced two others. The first was, the confining of the 
pupil's powers to those cases which were clearly under the rule. 
And the second was, the burdening of the mind with the very 
thing that is most difficult to retain. The first evil is well illus- 
trated by a good author in the anecdote of the boy, who, when 
asked, "If one turkey cost five cents what will fifteen cost," 
studied a moment and then replied, " I n^ver studied the turkey 
rule." This loading the mind with words ought never to be 
allowed. A rule is valuable simply because the principle is there 
supposed to be expressed in the fewest and be stwords. The mind 
was made to deal with ideas rather than words, and hence it will re- 
tain these easier and longer than words, and use them much more 
effectively.' I once had occasion to hear the recitations of a 
young lady studying Latin. She had heard from some one that 
she was rather sharp, and she determined that she would have 
that first lesson perfectly. I took occasion to put the questions 
in such different language from that in the book, that she, having 
memorized the book perfectly but neglected the idea, did not 
recognize the principles at all, and of course failed entirely. I 
called her attention to her error, and showed her how, if she had 
attended to the idea, she would have recited admirably. In two 
or three lessons more she could answer any question with ease, 
though presenting the truths of the lesson in far different forms 
from the book. 

Another illustration is to this effect : When I was a schoohboy 
we used Town's Speller and Definer, and we were required to give 
the very word for definition given in the book. The result was 
that in three weeks after the school was closed I could not tell 
what one word of a hundred meant. I had burdened my mind 
with the words and not the meanings. When I came to be a^ 
teacher, I required the whole school once a day, to spell from a 
Dictionary, giving them the privilege of using their own language 
in their definitions. The result was that they cared altogether for 
the meaning, and could remember that with ease, and appreciate 
the force of these words when reading. It did this also : it gave 
them a fullness and richness of language that they valued very 
much. I recommend this plan very highly to those teaching ad- 
vanced scholars. 

The general principle is to give the chief attention to the idea 
at all times, making that the main matter. The very easiest way 
to commit words, I believe, is by first committing thoroughly the 
ideas and getting them in their proper order before the mind, and 
then a little attention to the phraseology will bring words at once 
to memory. Thoughts are like influence. They are not straight 
lines touching only two things. They are tissues, twined and in- 
tertwined,, and interweaved, so that one bears upon a multitude. 
Thoughts are the gold and silver, and the words are but the color 



278 THE OHIO EDUCATIONAL MONTHLY. 

and stamps impressed upon it to tell its values on the occasion. 
The double eagle may be melted and changed, and rolled out, but 
it is still the same gold. So thoughts may be tried, and their 
form changed, and they may be rolled out very thin, but they are 
still thoughts, and when heaped up they will be weighty, and their 
value great. 

It ought to be an acknowledged fundamental principle, wrought 
into practice throughout the whole of our educational machinery? 
that " truthB not words are precious^ The modem advancements 
in the science of instruction are in the right direction, but there is 
much room for still further progress. If the memory was well 
drilled on this plan, it would do its work far more efficiently. It 
can be wonderfully developed, but its highest development can only 
be reached by using it in the right way. The arms are best 
strengthened, not by walking with them, but by using them rightly, 
so the memory is strengthened most by using it on its true object 
— ^ideas. He will be strongest who exercises each faculty in that 
way which God designed. May the good work begun in this di- 
rection go on unto perfection. — Educator. 



■ ^ 



" Have Taught Some." — At a recent examination of Teach- 
ers by our County Board, an applicant presented herself for a 
certificate, and as an endorsement of her qualifications, laid before 
the Examiners a twelve months' certificate from the Board of a 
neighboring county, presided over by the Principal of the leading 
educational institution in that county. Our Examiners presumed 
that a critical examination would be entirely unnecessary, but 
concluded to " go through the motions " required by law ; and 
commenced with — ^What is emphasis? " Don't know; have taught 
some, but never heard of emphasis," answered the holder of a 
first class certificate from C. What is this mark — ? (a dash.) 
" Should call it a bar." What is the use of it ? " To show some 
connection between the two words." Decline " our." " Nom. you 
— ^poss. your — obj. you; plural — nom. our — ^poss. ours — obj. 
you ! " Spell Science. " Syence." Spell receipt. *' Reseipi." 
Spell pair — a couple, " Pare." How high are some of the high- 
est mountains ? '^ Some mountains must be four or five hundred 
feet." 

And so on through an examination, during which scarcely one 
single question was correctly answered. The applicant was very 
much astonished to learn that our Board could not authorise her 
to take charge of a school. — Torchlight. 



dEbitorial iepartment. 



Going to and fro in the Earth. — We have not judged it proper to make 
the Monthly a trampet for sounding forth our official transactions. It would 
not comport with our characteristic modesty. We do many worthy deeds — 
perform many laborious journeys, and make addresses "too tedious to mention," 
and, so far as the Monthly is concerned, our good works "blush unseen." We 
did not start this work in order to make it an itinerary of our official "journey- 
ings often." 

But as we have spent nearly the whole of the past month in attendance upon 
Institutes, we judge that the pleasure of our readers will be promoted by some 
notice of these important educational agencies. We can do little more than 
make brief allusions to them, for anything like full accounts would require time 
and pages which can not now be afforded. 

HoPEDALE and all its friends may well rejoice on account of the character of 
the Institute there held. Ninety young men and women were put through as 
thorough a drilling as we have ever witnessed. Classes were formed, lessons 
assigned and regular recitations had. Rules of order were strictly enforced. 
It was a regular training school, and a model at that Mr. Regal presided with 
regal dignity and efficiency. He was assisted by Messrs. Briokerhoof, Kidd, 
Erusi and Lusk, each of whom stands at the head of the profession which he 
makes his speciality. 

Cadiz was not the theater of an Institute, but by invitation we spent a day 
there. It is a pleasant village, full of worthy citizens ; but in educational mat- 
ters it is behind the timss. Not a few of the people there are dissatisfied with 
the state of things in respect to schools, and it may be hoped that an improve- 
ment will ere long be made. 

Athens is a good village, and the Athenians are a good people. A great 
change for the better has there taken place since St Paul visited the town, some 
years since. No longer is " the city wholly given to idolatry." There are " Philos- 
ophers " there yet in goodly numbers, but they are not " Epicureans and Stoics." 
The people are not in " all things too superstitious." " The Unknown God" has 
no "altar" there. None of them asked concerning us, "What will this babbler 
say?" But in one particular the moderns have too closely followed the example 
of the ancients. They have built their schoolhouse on the tip-top of Mars' 
HilL We were there the hottest day of summer, and to climb that mountain 
was a "fiery ordeal." An hour before the evening address, there came, a heavy 
shower, which rendered the paths up the clayey hillsides so slippery as to remind 
one of McDonald's passage of the Splugen. The school building is an unusu- 
aly fine one, and the third story is all included in a beautiful hall, appropriately 
called the Atheneum^ where all public lectures are given. But the inconvenient 
location of the house is found to be a serious hindrance to securing full at- 
tend ance. 






280 THE OHIO EDUCATIONAL MOTNHLY. 

B [The Institute was conducted in an admirable manner bj President Howard 
and Professors Young, Tappan, Blair, Doan and Zacho& Most of these gentle- 
men devoted a month to laborious instruction without the hope of compensation, 
and prompted to the work only by love for the causa The number of pupils 
was but forty; but they were among the best in the county. 

Chillicothe was full of Teachers from Ross and adjoining counties. Piesi- 
dent Robert Allyn and Messrs. K H. Allen and S. H. Hurst were the chief 
instructors when we were there, and Messrs. Eidd and Lusk were expected. The 
session had but just commenced, and there was the promise of a most interest- 
ing and successful Institute. More than one hundred were in attendance, not 
counting the fifteen thousand outsiders who were taking lessons in the higher 
branches from Prof Blondin. 

Uhrichstille was making good time, as might be supposed when it is said 
that Messrs. Cummings, Welty, Hill, Walling, Warford and Forney were the 
conductors and engineers. Some forty Tuscarawas were aboard the train. To 
the glory of Uhrichsville be it said, that though it embraces two hotels and 
several stores, not a drop of intoxicating liquor is sold in the village. Blessed 
be its name forevermore I 

Logan is fifly miles S. £. from Columbu& No railroad passes in that direc- 
tion. The canal does not " rage." Its green surface is seldom ruffled or rippled. 
We, accompanied by a talkative gentleman seven years old, made the trip in a 
buggy. Beyond Lancaster the country was a terra incognita to us. 

We have no praises to bestow on the Hocking Teachers, taken as a whole: 
But Logan is an oasis in the desert It is a pleasat nvillage of, we judge, about 
twelve hundred inhabitanta The best school building that we have seen in so 
small a town, is there approaching completion. It will cost full twenty thousand 
dollars. It is admirably arranged, and surrounded by ample grounds. The 
people of Logan are of the right sort They are determined to be second to no 
town in respect to school advantages. 

^ The S^ate Reform Farm we visited in returning from Logan. The acting 
Commissioner, George H Howe, and his Assistants, are doing a great and good 
work. A better man for the place than Mr. Howe could not be found in all the 
land. He has one hundred and twenty-five boys, of from ^ten to eighteen years 
of age, "juvenile offenders," under his charge. Each studies two and a half 
hours a day and labors on the farm a given number of hours Their social and 
moral education is duly cared for, and every appropriate effort made to secure 
their permanent reformation. In care and kindness Mra Howe is as mother to 
these poor boys, and the value of her connection with the establishment is be- 
yond rubies." Very great advancement in perfecting the workings of the ma- 
chinery of the institution has been made since our former visit there, one year 
ago. 

WoosTER. — A very pleasant time the Teachers of old Wayne are having at their 
Institute, under the instruction of Messrs. Harvey, Suliot, Wildes, Picket, Brinker- 
hoof, Findlay, (of Pittsburgh,) Palmer, Beer and othera From forty to fifljr 
were in attendance. Said the Republican of the 23d ult: 

" The Wayne County Teachers' Institute commenced a session in Wooster yes 



EDITORIAL DBPARTMENT. 281 

terday, to continue several weeks. Quite a large number of teachers were pres- 
ent, with a prospect of many more. The sessions are held in Arcadome Hall, 
where lectures will be delivered by the following gentlemen, at the times named : 
" This (Thursday) evening, by Anson Smyth ; Friday evening, Alex. Clark, of 
Philadelphia, Pa.; Saturday evening, Dr. Firestone, Wooster; Sunday, at lOJ 
A. M., Rev. J. C. Hart; Sunday evening. Rev. J. W. McFarland; Monday eve- 
ning, W. T. Cogeeshall, Columbus : Tuesday evening, Hon. 0. P. Brown, Ra- 
venna; Wednesaay evening, T. W. Harvey, Massillon." 



CoTjyTT Examiners. — ^They hold an office of the greatest importance, and it 
is lamentable that many of them fail to meet and discharge the responsibilities 
with which they are intrusted. So to speak, they are placed at the doors of all 
the school houses in the State, to decide who are qualified to enter those temples 
of learning, and take charge of the education of our eight hundred thousand 
children. If they are competent and faithful men, they will admit to the Teach- 
er's office none but competent and faithful men and women ; and all our Schools 
will be fountains of knowledge and virtue. But if the Examiners are not well 
selected, if they do not thoroughly understand their business, and if they are 
not men of stern integrity, all applicants will be admitted, though ignorance 
and vice may be the most prominent characteristics of many of them. In that 
case, many of our schools will be seminaries of darkness and corruption. 

In a large proportion of our counties our Judges of Probate have appointed 
the best of men to this office ; and in such counties the schools are constantly 
improving. The funds expended for school purposes prove profitable invest- 
ments; the children are trained up in the way they should go, and our school 
system works with little friction, and is constantly acquiring favor with the 
people. 

But in too many of our counties the case is far otherwise The Judges have 
committed high treason against the dearest popular and personal interest, by 
appointing unworthy men to the office of School Examiners. Under their ad- 
ministration, stupid young men and "foolish virgins" experience littie difficultyin 
gaining certificates of qualifications for teaching. They scatter themselves 
through the country and proudly flourish these documents before the eyes of 
local directors, and soon find themselves in charge of schools ; and all Egypt's 
plagues would be blessings in comparison with the influence of these dull and 
vulgar teachers. The money thus expended might better be invested in the 
seed of the Canada thistle, to be scattered broadcast through the State. The 
schools become abominations; the people are disgusted with them, and unjustly 
complain of the workings of our School Laws. 

These thoughts are not new to us ; but recent observations have given them 
new life and increased force in our minds. When we inquired in ChilUcothe 
why it was that they had so great a multitude in attendance upon their Institute, 
we were referred to the action of the County Board of Examiners. It is com- 
posed of wise and faithful men, who are capable of discerning between the wise 
and the foolish, and who are not afraid to reject those who know nothing. The 
candidates for the Teacher's office were thus made to feel the importance of 
being thoroughly posted in regard to their duties, and induced to devote a month 



282 THE OHIO EDUCATIONAL MONTHLY. 

and expend fiteen or twenty dollars each in securing the advantages of the In- 
stitute. 

When in Athens we were assured that the reason why so few attended the 
Institute there, was the fact that the Examiners of that county pursue a course 
which furnishes no incentive to improvement on the part of teachers. We are 
not personally acquainted with the gentlemen who constitute the Board of Ex- 
aminers in that county, but the representations of their official course which 
were made to us by gentlemen of the highest standing for intelligence and ve- 
racity, led us deeply to regret their appointment AJthough they are all excel- 
lent men, mostly representatives of honorable professions, as Examiners their 
influence has been to degrade the profession of teaching, inasmuch as the un- 
worthy experience little difficulty in procuring from them testimonials of " good 
and regular standing." 

And so it is throughout the State. Good Examiners make good teachers; and 
good teachers make good schools. Incompetent Examiners make little diffierence 
between wheat and tares ; and the fruit of the schools taught by all sorts of 
teachers is such as to call to mind the description of certain figs which ihe 
prophet Jeremiah came across — some good, and some good for nothing. 

These views send us back to our Judges of Probate. With high respect for 
this office and the gentlemen by whom it is filled, we venture a few suggestions. 

1. Men should be appointed Examiners simply on the ground of their 
qualifications. Whether they are of one political party or another, should never 
influence the selection. 

2. Men should be put into this office who will not use it for promoting their 
own selfish ends. An unprincipled young man who is ambitious of becoming 
Prosecuting Attorney, or a member of Congress, dare not refuse a certificate to 
the first dunce in the county, lest he thereby should lose the votes of that dance 
and his numerous relations. 

3. The most thorough and successfiil Teachers should, as a general rule, be 
appointed to this office. Men in other employments may be well educated, they 
may have graduated at our best Colleges, but for years they have had no practi- 
cal acquaintance with the elementary branches of learning; they have " become 
rusty," and are not up to the times in school operations. To be a good exam- 
iner, a man must have familiar acquaintance with schoolroom duties, tis well as 
with text-books. He should be a leader in the educational movements of his 
county. If a man would be licensed to preach, preachers examine him ; if to 
practice law, la?ryers examine him ; if to practice medicine, physicians examine 
him. Teaching is a profession^ and why should not teachers be set to examine 
the quaHfications of those who seek admission to this profesaon ? We admit 
that some men outside of the profession make excellent examiners; but they 
exceptions to a general truth 



PiQUA. — We understand that the Board of Education of this city has reduced 
the salaries of the Teachers. Prof. Chambers has resigned the Superintend- 
ency and accepted a place at Trenton, N. J., and Rev. Dr. Fitch, the min- 
ister of the Piqua Episcopal Church, has been appointed his successor at a 
salary of (900. 



Pont|Is lebs. 



Columbus.— Messrs. Little of Colambus, Lewis of Hamilton, and Parish of 
Illinois, have been appointed Principals of Grammar Schools. The Public 
Schools open on the third instant. Mr. Norton will continue in charge of the 
High Schools, assisted, as last year, by Mr. Livingston and Misses Treat and 
Prentiss. Mr. Hampson remains Principal of the South Grammar School. Mr. 
Theodore C. Bowles, formerly in the employment of W. B. Smith & Co., Cincin- 
nati, has formed a connection with Joseph H. Riley in the book Trade. Esther 
Institute, of which Mr. Lewis Heyl is Proprietor and Principal, and Miss A. J. 
Taylor Assistant Principal, commences its next session on the 12th instant. A 
new branch of study is to be introduced, to-wit: Cookery. Those girls who so 
wish, are to be taught the art of making and baking bread, of roasting and 
toasting, of boiling and broiling all suitable things. We like the idea, and can 
not doubt that it will prove useful. Sovu is the best place to study housekeep- 
ing, etc.; but boarding school pupils have little opportunity for such home in- 
struction. The reputation of Mr. Heyl's table warrants the belief that correct 
instruction will be given. If what '* they say " is true, there are Seminaries 
where we would not send a daughter to learn to prepare coffee and bread, 
unless we wished a tri-diurnal reminder of Socrates' hemlock beverage, and 
the Jewish Feast of Unleavened Bread. But Esther Institute is not one of them. 



WoRTHiNGTON. — The Female Seminary has been discontinued, as others in 
the State doubtless will be ere long. Our public High Schools are becoming so 
good that private Seminaries find it difficult to secure pupils in numbers suffi* 
cient to pay expenses. The Boys' School, a branch of Kenyon College, under 
the care of Rev. Mr. Ruth, has made a beginning, which promises a successful 
future. 



DsLAWABE. — Few towns in the State have done less to secure good public 
schools than Delaware. But a brighter day is dawning. A very respectable 
school house is approaching completion, and better schools are in demand. The 
last General Conference having appointed President Thomson and Prof. Harris 
to other posts, a material change in the Faculty was rendered necessary, and 
the Trustees appointed Prof. Merrick President ; transferred Prof. McCabe to 
the Chair of Biblical Literature, etc., (previously held by Prof. Merrick;) ap- 
pointed Rev. W. D. Godman, of Evanston, 111., Professor of Mathematics in place 
of Prof. McCabe; and Prof. F. S. Hoyt, of Oregon, Professor of Natural Science, 
in place of Prof. Harris. 

The appointment of Prof. Merrick, as President, is one eminently fit to be 
made. His devotion to the Institution, and the services he has rendered it, his 
long experience as an instructor, and his piety and personal worth, all unite to 
make him the man for the plaee. In common with others, we regret that Dr* 
Thomson should have been removed, but we rejoice that he is to be succeeded by 
one who is familiar with every step of progress in the history of the Institution. 



284 THE OHIO EDUCATIONAL MONTHLY. 

Dayton. — Our Dayton friends have been having a good time in an Institute 
of four weeks' length. We understand that there were from 50 to 70 in attend- 
ance. John F. Tolan, Esq., of Chambersburg, was President, and Messrs. 
Crumbaugh, Cathcart, Ellis, Butterfield and Mrs. Stevens were the Teachers. 
We wish we had space for a brief abstract of the proceedings, which have been 
Idndly furnished us by the Secretary, Mrs. J. A. Gilson. The oflScers elect for 
next year are : President^ L. Busk ; Vice Presidents, A- P. Morgan and J. A- 
Gilson; Secretary, J. Smith. 

The following resolutions on the death of Chas. Rogers, Esq., were passed : 

Whekkab, It has pleased A'inlghty God, in his Infinite iitiMloin, to remove troto amoni; ae hj 
death, our fellow-teacher and mutual friend, Charles Rofcers, therefore, 

BeM>lved That in his death this Association has been deprived of Its principal founder, 
a self-sacrificing friend and efficient teacher : that the cause of popular education in obt county 
has lost a noble defender, a zealous teacher and faithful fHend. 

Betolved^ That, as our brother was called home in the midst of a life of oaefiilnesa, bis dentb 
and the example he has left us, admonish us to "watch, and to do with our might what oar 
hands find to do." 

BesolvMt That the members of this Association tender their sympathy and condolence to th« 
bereaved family of the departed brother, who have been deprived of a virtuous and affectionate 
husband and father. 

Be»ohedt That these resolutions be published in all the papers of Dayton, the Edueatiomai 
Monthly t and that a copy be presented to the bereaved family. 



Bellfontainbl — By the energy and pecuniary sacrifices of a few Teachers in 
Logan county, a very respectable Institute was held at Bellfontaine during the 
first two weeks of August Mr. Shaw, Superintendent of the Belliontaine 
Schools, deserves great credit for his zeal in the matter. We hope Logan has 
been awakened to its educational interests, and will send one hundred subscri- 
bers to the Monthly. 

Cincinnati. — The Wesleyan Female College will open on the 5th inst Hie 
buildings have been undetgoing a thorough repair, being newly painted, pa- 
pered, etc., and many conveniences added to the rooms. Hon. Robert 
Allyn continues President, and Mrs. Mary Wilbur, widow of the late Presi- 
dent, is to continue in charge of her special department 

The Public Schools commenced on Monday, the 26th ult. Mr. L J. Allen 
remains Superintendent We announced in our last the changes in Prin. 
cipals. 

The Cincinnati Female College, formerly in charge of W. S. Buirowes, has 
been leased to Mr. Nelson Sayler, and will be conducted by Milton Sayler as 
Principal. 

Prol Eli T. Tappan, late of the Ohio University, has accepted the ProfesL 
sorship of Mathematics in the Mount Auburn Seminary, at a salary of $1,700 
per annum. We are not surprised that the services of Prof Tappan are in 
demand, for he is one of our most thorough educators. 



Springfield. — The High School and Superintendency at Springfield having been 
discontinued. Rev. Chandler Bobbins formerly Superintendent resumes his old post 
at Greenway; and Mr. Ransom engages in the practice of law, and continues 
editor of the Euralist. We understand that two new school buildings wiU be 
erected this year, to take the place of the eastern building which was 
greatly injured by a recent storm. 



MONTHLY NEWS. 285 

Ubbana. — The Institute at Urbana was well attended, and our correspondent 

writes : 

"The Champaign Normal School is in progress at this place, and- is well at- 
tended. The Principal, A. G. Deuel, Esq., is one of the most efficient and inde- 
iatigable teachers I have ever known. He is an accomplished scholar, and 
pushes the business of the Institution with true Yankee skill. The community 
18 fortunate that it has so zealous an educator in its midst, and one so well 
qualified for the responsible position he now fills." 



Clivblahd. — We are pained to hear of the reeent sudden death of Mies Ayer, 
for several years the first Assistant in the West Side High School. She was a 
graduate of Mt. Holyoke; a young woman of rare accomplish ments, and a 
most successful Teacher. The Principal of that School writes us : "She died of 
congestion of the brain, one week after reaching her home in New Hampshire. 
We are nearly overwhelmed at this sad event. She was the m^st valuable 
Teacher I ever knew." ^ 



ToLKDo.- -The extensive additions to the High School are nearly completed. 
A new department, called the Intermediate, is to be established, consisting of the 
grade of pupils who hitherto have formed ihe lower classes in the High School. 
Miss Eastman, late Principal of the Putnam Female Seminary, has returned to 
the position in the High School which she so acceptably filled previous to going 
to Putnam. 



Lebanon. — We do not refer to the seat of Druse and Maronite massacres, the 
Syrian Lebanon ; but tOj that "goodly Mountain and Lebanon" which is the 
county seat of Warren; where Tom. Corwin lives; and where many other less 
funny but better looking men live; and where our friends Holbrook, Henkle & 
Co., carry on a prosperous Normal School. Well, we have thence received the 
following resolution with a request for its publication, which request we cheer- 
fully grant. We endorse all that the resolution says of Mr. Royce. 

^^Betolvedt That u we have nearly completad a coara^ of iQstriictfon un ier Mr. Chas. S. Royce, 
we do with pleasure tender to him this unsoliclt<j<l testimony to hisi admirable skill, and our 
earnest thaolcs for bis faithfalness aud patience ; and we cordially recommend him to all who 
wish to enjoy a similar course. 

'*i)igned by the members of four classes, containing eighty of the pupils of the Normal School.** 



MoNTOoMERT CouNTT. — There is war there, as the following resolutions indi- 
cate: 

" Whbrbas, We, the members of the Montgomery Oounty Teachers' Institute, hare learned 
with deep regret, that the mij'i'lty of the Board of fixaraioers (3Io8dr8. Batchelder and Hartman) 
firom private pique and personal aaimoiity, have pjslcively refu-ted vu an examination at the close 
of the Institute, although such privilege has been granted to us for the last ten years, therefore 

BMoloedL, That we, as an Institute, frown upon this unusual attempt of despotism, regard this 
obstinate refusal of a merited privilege as an insult to our body, and commend the above named 
members of said Board to the righteoa$ indignation of the Ttiachera and fr^nda of education in 
this connty. 

Bemlcedf That the notorious incompetency of said member* enters largely into the list of griev- 
ances visited by them upon the members of this Institute. 

Batolved, That we recognize the right man in the right place in the appointment of J. B. Irwin 
as a member of the Bs>arJ of Examiners, to All the vacancy occasioned by the death of the la- 
mented Oharles Rogers. Toat we believe we have in him a gentleman of undoubted scholarship 
and intelligence, and one possessed of a high sense of Justice ; that we hail his appointment as a 
step onward and uptvard, a4 the harbinger of a day not far distant when a Irio of such men shall 
constitute onr examiners.'* 



Nbwcomestown. — Mr. C. Forney has been appointed Principal of the Schools. 



286 THB OHIO BDUCATIONAL MONTHLY. 

RiPLBT. — We understand that Mr. Ammen, Superintendent of Public Sehoola 
for three or four jeara, has declined the poet for the ensuing year. We hsTe 
not heard who will be his successor. Mrs. White, one of their yery best tescli- 
ers, and one who commenced with the inception of the Union School sys- 
tem there, has resigned and removed to Columbus. Miss M. M. Erwin, another 
of the first teachers, has been ruthlessly severed from the schools by a — husband. 
We have many kind recollections of Ripley — ^but how changed are the bcIiooIb 
in a few years ! 

Mr. R. W. Stevenson, of Dresden, has been appointed Superintendent of 
the Public Schools at Norwalk. 



jBFFERSoir. — Mr. Orville D. Howe has been appointed Superintendent of the 
Schools in Jefferson, Ashtabula county. 

Canal Dovbr. — Mr. 0. B. Walling has accepted the Principalshlp of the Pub- 
lic Schools, in place of Mr. J. C. Cummings, resigned. 



Pennsylyania. — Samuel P. Bates, author of " Institute Lectures," has been 
appointed Deputy State Superintendent of Schools. The State Teachers' Associ- 
ation was held on the 7th and 8th ult at Greensburgh. The Educational Becord 
— a spicy school paper published at Lancaster — says "it was attended by a toler- 
able large body of Teachers." It is well that the body was not tn-'' tolerable 
large." The Pennsylvania School Journal has recently assumed a greatly im- 
prove appearance. It is a valuable periodical The Educator^ edited by the 
Rev. Samuel Findlay, formerly of Ohio, is one of our best exchanges. We 
have honored the pages of our present number by a selection from it It is 
published at Pittsburgh. There are eight educational periodicals now published 
in Pennsylvania. Good for our native State I Heaven bless Ker ; she needs it 



New York. — We do not know much about the Empire Stata Brother 
Cruikshanks, why do we not receive the Teacher • We need it, and shall send 
on our % if we can not get it without Does not the Monthly reach you regularly ? 



Massachusetts. — Governor Boutwell has tendered his resignation of the Sec- 
retaryship of the State Board of Education. Among the candidates for the 
office are George B. Emerson of Boston, and H. K Oliver of LawreneeL The 
Teacher well sustains its high reputation. 



Maine, New Hampshire and Vermont. — We find little in the August number 
of their educational papers of which to make notes; but they are bound to tJie 
Buckeye State by a thousand strong cords. We venture to say that not less 
than one thousand of their worthy sons and daughters are now employed in the 
schools of Ohio. And they are among the best teachers that we hava Many 
of them are graduates of Colleges and other schools of high character. We 
are blessed by their coming, and desire more of the same quality. 



OFFICIAL. 287 

CoKNECTicuT. — "The land of steady habits" is making great advancement 
in the waj of Schoola Mr. Camp, State Superintendent, is a capital educational 
engineer. The corporation of Yale College have elected Prof Elias Loomis, of 
the New York University, to the Chair of Natural Philosophy and Astronomy, 
mada vacant by the death of Prof Olmstead. The examination for admission 
thus far indicates a Freshman class of nearly 200. The degree of Bachelor of 
Arts was conferred (at the late Commencement) on 108 members of the gradu- 
ating class, the degree of Master of Arts upon 46, that of Civil Engineer upon 
1, and that of Bachelor of Laws upon 8. The degree of LL. D. was conferred 
upon President Felton, of Harvard University. A noble building for the Yale 
College Scientific School is on the point of completion at New Haven, at a cost 
of $50,000 — ^the entire property being a gift from Joseph E. Sheffield, Esq. 



The Columbus Review of Medicine and Surgert. W. L. McMillen, M. D., 
Editor. Vol. 1, No. 1. August, 1860. Columbus: Follett, Foster & Co. 

Judging from the initial number and from personal acquaintance with the 
talented Editor, we doubt not the Review will be one of the most valuable peri- 
odicals of the kind. Terms : — $2 per annum. 



dBffinal §epartment. 



CIRCULAR TO COUNTY AUDITORS AND BOARDS OP EDUCATION. 

Office of State School Commissioner, > 
Columbus, O., August 13, 1860. / 

Gentlemen: — The contract for supplying the books for School Libraries, re- 
quired that said books should be ready for distribution by the first day of July. 
Unavoidable hindrances have retarded the business for a few weeks. The 
books will go forward early in September. 

In making the selection, I have been assisted by many gentlemen of our State, 
and I am confident that the works chosen will meet the necessities and accept- 
ance of the people. You will notice among them a liberal proportion of books 
prepared with special reference to children and youth. They are well bound, 
and will reach you in good condition. 

TO THE AUDITORS OF COUNTIES, I have to say that the whole ex- 
pense of freight, cartage, etc., is to be paid by the contractors for binding — 
Messrs. Moore, Wilstach, Keys & Co., of Cincinnati Should any of you find 
that there are charges of any kind upon the cases which you receive, you will 
please address said firm. I trust that in no instance you will find it necessary 
to duplicate books to any library, as special pains have been taken to prevent 
such necessity. If possible, the books should be sent to the townships previous 
to September 17th, when the Boards of Education will hold their semi-annual 
meetings. If you can do 8o,[it will prevent the necessity of special meetings. 



288 THE OHIO EDUCATIONAL MONTHLY. 

The volumes sent to complete sets, you will please be carefiil to appropriate to 
those libraries which received the former volumes of the same works last year. 

TO BOARDS OF EDUCATION I repeat the instrucUons given in my circu- 
lar concerning libraries, dated April 6th, 1859. There are ten or twelve large 
towns whose proportion of the library fund is greater than the amount which theji 
individually, will receive by this distribution. The balance will be made up to 
them, within a few weeks, by a supplementary distribution. The Boards of £da. 
. cation of these towns will soon be addressed in regard to the books which thej 
desire to purchase, or have purchased for them. The balance which will be found 
due to each will then be stated. 

You are aware that our library law has been repealed; and this is the last dis- 
tribution of books which you wi.l receive from State funds. 

Desirous of the preservation and useful employment of the libraries under 
your charge, and apprehensive that the repeal of the law may lead some of yon to 
undervalue their importance, I beg leave to make the following suggestions : 

1. When you shall have received the books about to be apportioned, yoa will 
have your respective shares of the distribution of five years. But few of joor 
townships will have less than one hundred dollars worth of books ; and the aver- 
age amount will be as high as two hundred and twenty dollars ; and at retail rates, 
more than three hundred dollars. Each library, therefore, is of sufficient value 
to command your best efforts for its proper care and use Should no more books 
be added to it, it may, for years, be made highly useful 

2. But I wish to recommend to your consideration the importance and prac- 
ticability of increasing the number of books in all your libraries. Should there 
be no further public provision for this purpose, there will be many ways and means 
for procuring books. If you shall manifest the purpose to make the libraries 
under your care permanent, and if you shall make and execute all necessary 
rules concerning their management and use, many will be encouraged to con- 
tribute either money or books for increasing their value and interest By a little 
effort on your part, thousands of dollars can thus every year be secured for this 
purpose 

Agidn, by means of school exhibitions and concerts, and by fairs and festivals, 
funds can be provided for the piurchase of book& There are many villages and 
townships in the State, in each of which from fifly to one hundred dollars can be 
raised annually by such efforts. 

Once more, these libraries will furnish a suitable place for the deposit of the 
important public documents, which your members of Congress and the General 
Assembly will frequently send you. Various benevolent and agricultural socie- 
ties will doubtless furnish you with their reports. 

By these, and by other means, your libraries may increase in value and inter- 
est, and prove lasting blessings to the people of the State. 

I am aware that many of you deeply regret the repeal of our State library 
law ; but it will be the part of wisdom for all of us to make the best of the case 
as it now stands. Many believe that the law recently repealed, will be re-enac- 
ted within a short time. This, in my opinion, is doubtful 

Yours, truly, ANSON SMYTH, Commissioner. 



OHIO 



EDUCATIONAL MONTHLY, 



OCTOBER, I860. 



Old Series Vol. 8, No 10. Hew Series, Vol. 1, Ho. 10. 



THE CULTURE OF THE WILL * 



BY EDWARD H. ALLEN. 



I postulate, what you all readily grant, that Education as an art 
has for its end the harmonious maturity of all the powers of which 
man is the possessor, and includes among its means every manipu- 
lation which may give to a latent ability any greater efficiency in 
harmony with the healthful growth and maturity of any and every 
other ability. Name any power attainable anywhere in the wide 
sweeping compass of man^s complete maturity and you have 
named an object recognizable and to be recognized in a complete 
system of tuition; you have named an inheritance due every 
human soul as its inalienable birthright, an inheritance towards 
the full and peaceful possession of which the thoroughly scientific 
teacher is taking his pupils day by day. 

Prominent among the powers possessed by man is that mysteri- 
ous one, the power o: determining his own actions ; a power, the 
right exercise of which turns all his activities into blessings, the 
wrong exercise of which turns all his activities into blastings. 
When the Soul is engaged in exercising this power, it is, for per- 
spicuity's sake, called the will ; and whenever the word will is here 
used, we mean by it the soul of man, or man, acting in the exer- 
cise of this power, man as engaged in determining his own actions. 

* The fabsUnoe of a Beport to the State Teaohen* Aiaociatlon at Newark, Jaly 6th, 1860. 



290 THE OHIO EDUCATIONAL MONTHLY. 

There are three possible ponditions of will; first, one in which all 
actions are determined by the passing whim ; second, one in which 
all actions are determined by what to the eye of a selfish interest 
promises then and there to pay ; third, one in which these actions 
are determined by the law divinely written within. In every 
human being some one of these modes of determining actions is 
dominant; and, when you have ascertained which one is thus 
dominant in any given case, you have the key note to all that 
man's thinking and doing. A struggle against the dominancy of 
the first method forms the real warfare and struggle of life, and 
the secural of the dominancy of the third method is the victory of 
victories to every laboring, sorrowing son of Adam. 

Notice the significance of the distinction. Whatever may be 
our accepted dogma as to the condition of man at the instant of 
birth, whether we consider his instinctive desires turned down* 
wards towards evil, or upwards towards good ; whether we think 
him a foregone sinner through a determination of activity contem- 
poraneous with Adam's memorable transgression ; or as bom sin- 
less, since the determination of activity is the only avenue by 
which guilt can enter the soul, and all such determining must of 
necessity be post natal, and yet as born full of an whole army of 
desires reaching out after evil, by which he is historically certain 
to be immediately subordinated ; or, whether we think him bom 
sinless and open by his constitution to good rather than evil, but 
yet open to the possibility of sin under the abounding solicitations 
of a woebegone and wicked society: — whatever, I say, may be 
our respective beliefs as to the mode and circumstances of man's 
initiation into life, on three points we must all agree, as truths de- 
monstrable and daily demonstrated by your observation and 
mine ; first, that at the age when children become subject to the 
Teacher's control they are full of impulses towards wrong feelings 
and wrong actions, as well as of impulses towards good feelings 
and good actions ; second, that all these impulses demand gratifi- 
cation, and strongly reluctate either restraint or denial ; and third, 
that this powerful pressure of impulse towards its gratification 
destroys or minifies every consideration that seeks its obstruction 
or destruction. This is the condition of the will antecedent to cul- 
ture ; and, without interfering culture, this condition flexible in 
childhood, indurates in due course of time to an inflexibility that 



THE CULTURE OF THE WILL. 291 

refuses any modification whatever. In, the dominance of this con- 
dition all the actions of a man are determined by ephemeral, and 
often, very often, unrighteous impulses, varying as these vary, the 
soul whirling itself onward from action to action, heedless of all 
law or restraint, the instant executive of any and every transient 
caprice. This great ocean of life has no trade winds sweeping 
across its unquiet surface, by which a rudderless ship may still 
hope to reach its premeditated goal; but without other guidance 
than the fitfully changing and lawless winds of impulse, it must 
drift hither and thither upon a billowy deep, whose shores or har- 
bors it can never reach ; drift on day after day, night after night, 
till some monster below the surface shall suddenly, without warn- 
ing, draw it downward, or the storms and rains and beating waves 
in their slow but sure conspiracy have eaten out its strength ; and 
eyes on the other side in eager expectancy wait for it in vain. 
When the will has indurated into this condition, the man is ungov- 
ernable, a failure in himself, and in his daily actions a constant 
outrage upon the interests of society, and there is nothing left for 
him but prison walls or a hempen cord. 

Whenever any soul is not in this condition, and by daily con- 
tinuance therein becoming more and more indurated, less and less 
flexible to any attempt at culture, less and less possible of radical 
change, it is because it has laid down for itself more or less per- 
fectly some law in accordance with which it will gratify, restrain 
or deny these impulses. Upon the final analysis there are but 
two fundamentally distinct laws possible, and every lawful gratifi- 
cation, restraint, or denial, of impulse is in obedience to one or 
the other of these two fundamentally distinct laws. Obedience to 
law makes government, and whenever the determinations of the 
soul are duly obedient to some law as distinguished from the law- 
less dicta of impulse, the man is governed, and governed in one of 
two ways, according to the character of the law to which he is 
obedient. This law may be objective^ or it may be 9ubjecHve. 
Worldly-success is the objective law, and the restraints are those 
and only those, it dictates ; it is honesty where honesty is the best 
policy, and only so far as it is thus seen to be ; it ?s what to the 
eye of a selfish interest promises to pay, and the restraints are 
such, and only such, as promise to be paid for. As the prospect 
of payment varies, so varies the restraint. The subjective law is 



292 THE OHIO EDUCATIONAL MONTHLT. 

based upon an intuitiye perception that there is throughont this 
great Uniyerse such a thing as the Right ; that the self-conscioufi, 
God-imaged soul of man is addressed by an imperative into irhich 
the thought of self-interested receipt of payment enters not; this 
imperative, this vocalization of right, with its *Hhou shalt" and 
^Hhou shalt not/' is the subjective law. 

Under either of these laws we have government ; but how dif- 
ferent ! The first is government from without ; it is the harness by 
which society drives all those thus governed free from any outrage 
upon its freedom, or into such service as may promote its inter- 
ests; it is irrational brute government; your horse, your ox, and 
your dog understand it all ; they obey from the same motive, are 
governed by the same law ; it is the lower law. Obedience to thj 
subjective law is government from within ; self-government ; it is 
the high prerogative and inheritance of man made in his Creator's 
image. That he recognize this law and its dicta of restraints; that 
throughout each passing moment of his life, in daylight and in 
darkness, along the highways of earthly prosperity and the nar- 
row byways of earthly adversity, in the outer courts where all the 
world may see, and in the inmost court of private thought and 
feeling and fancy, that Holy of Holies which only One other can 
ever enter ; that through every utterance of each force determin- 
able by him, he walks in constant obedience to this law so ineffac- 
ably wrought into his constitution, is an essential part of his per- 
fection, essential to his complete realization of the final purpose 
of his being. 

This is the significance of that distinction of will noticed at the 
outset, whereby we distinguish it into three possible modes of 
manifestation in the human mind ; first, where it exists without 
law ; second, where it manifests itself according to the law of sel- 
fishness ; the third, where it manifests itself according to the law 
of God. The first leads to inevitable and total ruin ; the second 
reduces man made in God's image into man made into the image 
of the irrational brute ; the third is the maturity and perfection of 
God's image in the soul, the complement and fulfillment of ra- 
tional life. 

As these three modes of manifestation are possible to each 
human soul, so each human soul finds itself at times inclining to- 
wards each one of these modes of manifestation, and towards 



THE CULTUBB OF THE WILL. 293 

which one the inclination will be most frequent and strongest in 
its impelling power, is determined by that general law which 
determines the frequency and power with which the human mind 
manifests itself in any of its manifold lines of movement, the general 
law of action. Action is the absolute condition of growth in the 
mind, and it is necessarily involved in the very fact of the mind's 
existence that it exist in some form of manifestation with refer- 
ence to every activity possible to it, which manifestation is action 
in its very essence. Not only, therefore, is action in "a given 
direction an absolute condition of growth in that direction, — ^but 
action in some direction is necessitated by the very fact of being. 
As elsewhere, so here with the will, this great law of action is the 
law, the only law, by which we can move the will into a manifes- 
tation of itself by one of these modes rather than by the other ; 
and a lever, which here as elsewhere, by the very necessity of 
being is moving the will into the dominancy of some one or other 
of .these modes of manifestation. 

Since these things are so ; since self-government as thus de- 
fined is a prerogative of our manhood and therefore essential to 
our maturity ; and since the absence of government is such a total 
demolition and wreck ; if our postulate be true, it is the Teacher's 
business, a responsibility he cannot guiltlessly elude, to so treat 
pupils as to secure within each one such a condition of will as con- 
stitutes government, and such a government as will be auxiliary to 
that perfected condition of will, which we have here called self- 
government. In every one who walks not in daily obedience to 
this Higher Law there is something lacking ; he is by so much the 
less a man ; each teacher should so train the souls entrusted to his 
keeping that with them this inestimable something be not lacking. 
How can this be done ? What are the essentials to a school gov- 
ernment which involves this healthful training of the will ? 

Generically, the answer is short and exhaustive. The instru- 
ment, action, is the very same by means of which every other 
power of the mind is developed. The general directions for its 
use are not hard to get at, the facts thus far discussed being a 
part of our knowledge. Let the pupil be placed so that he may 
have both opportunity and invitation to manifest his determining 
power in accordance with the higher law; let the opportunity and 
invitation be adapted to the condition of the pupil at the cmo- 



294 THE OHIO EDUCATIONAL MONTHLY. 

mencement of these manipulations, modifying the opportunity and 
invitation as the teacher's corrected view of the pupil's condition 
or the subsequent change of that condition itself may require ; let 
the pupil be thrown into noticing contact with the sentiments o* 
one or more persons obedient to this law, and be surrounded by 
the thousand forms of suggestion and comment, for which the 
daily events of the school furnish occasion ; and let his own daily 
conduct be spoken of and treated so as to lead him into a clearer 
and readier application of the generic law of Right to special 
cases, and into a deeper appreciation of that full meaning 
. of the Right which presses its behests as beyond all barter or com- 
promise. 

No teacher, I must most modestly submit, is likely to be suc- 
cessful in this valuable culture, who out of the foregoing knowl- 
edge of the mind and this general statement cannot evolve for him- 
self the special manipulations of every case that may come within 
his touch; because no mere mechanical imitation of another's 
work can suflSce, each manipulator must himself know, not from 
hearsay, but from personal knowledge, what it is he is handling, 
and he must himself know the normal consequences of every 
manipulatory stroke. Here, therefore, properly ends the purely 
logical discussion of this subject; but I will add a few random 
remarks. 

Remark First. The teacher should be one in whom this third 
condition of will is dominant ; one who is self governed. 

The influence of a teacher upon pupils is two-fold ; it is partly 
of what the teacher deliberately and consciously does in their 
presence because of their presence, and partly of what the teacher 
is in his own essential interior character, below his own outward 
presentation of himself, below, it may be the case, below even his 
own knowledge of himself. What he really is, what he is to the 
eye of Omniscience, whether he knows himself to be so or not, will 
find its own peculiar and appropriate manifestation, whether he 
deliberates it or not. Be sure that the condition of being, which 
is uncorrected in the private indoor life of the teacher, the wrong 
thoughts or feelings or fancies, which are indulged in the solitary 
privacies of the soul, and are never intended for outward manifes- 
tation, do have an utterance, subtle it is true, but yet fearfully 
eflfective in modifying and moulding the character of pupils. Not 



THB CULTURE OF THE WILL. 295 

only must pupils have no single outward act, whereby they can 
consciously a-nd deliberately know the dominance of any other 
condition of will ; but they must also have that pervading and 
indubitable sense, that subtle mesmeric knowledge of self-govern- 
ment in the teacher, which restrains, incites and guides, building 
up into shape the subtlest and most vital forces of the soul. Just 
as the teacher falls short of being this, just so much obstruction 
lies in the pathway of pupils striving towards this perfection of 
will. 

Remark Second. Notice that it is not in judgments relating 
to what is purely intellectual, that this power of will is, or can be, 
effected. 

The intellectual labor assigned a pupil, whether as to quantity 
or quality, is to be determined by the teacher, and the value of 
the work when done is to be assessed by the teacher, never by the 
pupil. This assignment should be such as the spiritual pathology 
of the pupil naturally demands ; and this should always be de- 
manded, should never be relaxed or excused otherwise than as 
nature relaxes and excuses. No excuse for omitted or imperfect 
lessons should, under any possible contingency, as it seems to me, 
be the law of any school. There is no excuse in nature for the 
violation of any of her requirements ; there is no excuse in life 
for a failure to meet any of its requirements. In life the man 
who is sick has no immunity from the natural consequences of 
that sickness upon the amount of labor done or his own resultant 
unfitness for labor ; and in the school, however providential and 
far beyond the reach of the pupil the intervening cause may be, 
as a fact the work was not done, was lost just as effectually by a 
providential illness as by a willful truancy ; and I can see no law 
in right reason whereby the teacher is permitted to make any 
record of the intellectual standing of the pupil in the one case 
diverse from that in the other. The recorded valuation of any 
pupil's work should represent the actual intellectual results, and 
this it is the teacher's business to determine, and no other man's. 

Remark Third. The conduct of pupils in a recitation room or 
a reciting class is not that which is to be so handed over to the 
keeping of pupils that the teacher should be debarred from author- 
itatively making any exaction which may gratify his own sense of 
what is best then either in form or substance» A sound rational 



296 THE OHIO EDUCATIONAL MONTHLY. 

judgment would assert that inasmuch as the only possible purpose 
of that interview was either to extract by way of gymnastic drill 
some training or to communicate some information, and that the 
very nature of the interview involved as a necessary implication 
that the teacher, by the very act of becoming his pupils' teacher, was 
constituted then and there the sole determiner of what was to be 
given by way of drill, and of what was to be received by way of 
information, which drill they were bound in reason to give cheer- 
fully and fully, to receive such information attentively and with 
just sympathy. This rational judgment we regard as sufficient for 
the government of matured persons in a lecture room or concert 
hall ; but with children we cannot safely make a formal withdrawal 
of the lower law from the recitation room. We can, and in every 
rationally governed school we do, so far sympathize with rational 
self-government, as to hold our lower law and its brutal penalties 
in as remote an abeyance as the circumstances of the given case 
will permit. 

Remark Fourth. The conduct of the study room, or the pupils 
as engaged in study, is the proper subject of entrustment to the 
pupils' keeping. Here they are in fact or in form withdrawn from 
the immediate notice of the teacher, who is supposed to be other- 
wise employed. The very fact of this withdrawal furnishes an 
easy and natural avenue to the feeling that they are now left alone 
with their own spirits and their own work. The more strongly 
they can be made to feel the natural course and termination of 
this pathway of withdrawal, the more thoroughly they can be 
made to feel that in departing from the social employment of reci- 
tation they are departing to a solitude of study, the more complete- 
ly has the real disciplinary significance of that change been caught. 

Remark Fifth. It would seem entirely unnecessary, did not ob- 
servation prove its abundant necessity, to say that all the require- 
ments of a school should be fairly within the possibility of execution ; 
that they should not bo so special and minute as to furnish occasion 
for ^unhealthful quibbling, but such general requisitions as may 
commend themselves to the intelligence of the pupils and leave 
something to their judgment; and that front and foremost of all, 
they should be accepted and promulgated as necessities supreme 
over both teacher and pupil, and to which the teacher should hold 
himself obedient with rigid exactitude. 



THE CULTURE OP THE WILL. 297 

Remark Sixth. The conduct of pupils in the study room, or 
as engaged in study, being the proper subject of trust, the pu- 
pils should understand what requirements of conduct are, in the 
teacher's judgment, then and there rationally necessary to success. 
Nothing should be inserted into these requirements which is so 
inserted merely to gratify the particular fancy of the teacher, in 
however good a taste that fancy may be. What is absolutely es- 
sential, in a rational scientific study of the problem, to the suc- 
cess of the pupils in study-work, not at all what might please the 
teacher's fancy or flatter his pride, is what is to be required ; and 
nothing is to be demanded that transcends this rational necessity. 
To illustrate ; the total prohibition of communications in a room 
deyoted to study is not an essential to success. To be sure com- 
municating is a privilege, the use of which in the vast majority of 
cases turns to flagrant abuse, and prudence presses strongly her 
demands for its total prohibition. Yet a carefully formed judg- 
ment would decide that use is not by rational necessity abuse, and 
that it is abuse and not use that is to be prohibited ; honest use, 
not total disuse, is the thing to be required. 

Further : that the teacher should honestly judge these require- 
ments rationally necessary is not sufficient, the pupils themselves 
must recognize the correctness of that judgment, recognize it not 
by outward assent only, but by that inward conviction which will 
necessitate an honest desire for allegiance. Whenever any re- 
quirement rationally necessary in the teacher's judgment is not 
recognized as such by the pupils, either it must be abandoned until 
the pupils have been sufficiently matured to recognize its necessity, 
or the amount of conduct entrusted to their keeping or the mode 
of its entrustment must be modified as this judgment of the pupils 
may require. To illustrate : it is rationally just, and also neces- 
sary to the greatest success, that any conduct manifesting a 
chronic disregard of the interests of the school should be repro- 
bated by the pupils themselves, that such conduct should be vol- 
untarily reported to the party charged with the authoritative pro- 
tection of the interests of the school, whenever such reporting is 
necessary for its correction and abatement. I do not mean the 
ready secret tattling of any and every impropriety that may be 
committed by any pupil, but the prompt and public communica- 
tion of any conduct on the part of any pupil which manifests a 



298 THB OHIO EDUCATIONAL MONTHLY. 

willing disregard of the interests of the school, or a persistent 
outrage upon its proprieties, so that any one habitually and will- 
fully outraging these interests may know that the others will not 
shield him from discovery, will not by their silence encourage any 
such wanton persistence in overriding what to thoughtful and wise 
pupils constitute their real interest and their most solid joy. 
This is essential, in my judgment, to the highest success, is 
really demanded by a thorough and entire allegiance to truth and 
justice, and the absence of it fosters an undervaluation of the im- 
perative supremacy of truth, and a weak-kneed, shambling, reluct- 
ant allegiance to any requirement of justice that cuts through 
those entanglements of sloth, selfishness and prejudice now grow-' 
ing so luxuriantly in our social system ; and yet seldom, I sus- 
pect, will you hereabouts find a school, the majority of whose 
pupils will sincerely recognize and live out any such responsibility ; 
it is then the worst of folly to require it of them. The first point 
to be gained is to secure on the part of the pupils fidelity to such 
truth and duty as is plain to them ; and this, as the wisdom of all 
the ages so clearly teaches, is the only way in which the truths 
that now lie hid from us can ever be made visible. Truth, like the 
fabled Diana, unveils her beauties, not to the idly curious, but only 
to sincere and believing worshippers. 

Remark Seventh. This entrustment of the study room to the 
guardianship of the pupils prevents the teacher from treating any 
misdemeanor peformed there otherwise than as a breach of trust, 
and the strongest notice of any such misdemeanor possible is the 
withdrawal of this trust ; no other punishment than this is accessi- 
ble. He may do much by friendly conversation to awaken thought, 
encourage honest effort, and deepen desire; but beyond friendly 
advice and entreaty he cannot go, so long as the trust is con- 
tinued. And much of the success of this department of culture 
depends upon the manner in which offenses without the range of 
this trust are treated. The precise character of any such wrong 
doing should be thoroughly apprehended by the teacher, and care- 
fully laid before the pupil, before any infliction of punishment ; 
and all punishment should })e administered as necessary to the 
offender's own proper growth, a necessity as imperative upon the 
teacher as upon the pupil. '^ I do not understand the psychology 
of the case," said a teacher once in my hearing, respecting a mis- 



THE CULTURE OP THE WILL. 299 

demeanor he was about to punish. He could hardly have crowded 
into one short sentence a statement more thoroughly demonstra- 
tive of his own unfitness to punish that offender. Only when he 
does understand the "psychology of the case," only when by joint 
observation and introversion he has possessed himself of the men- 
tal movement of the offender in the very act of offending, is he 
prepared in true friendly guidance to treat with the wrong doer, 
only then is he fitted to give the discipline then and there needed. 
The wrong act was either known as such when done, or was not so 
known. The second case needs instruction merely ; in the first 
case, the act is already condemned in the offender's own private 
thought, and the teacher's business is to bring that condemnation 
out into full and appropriate recognition upon the pupil's part, 
and to fasten it in his memory, to bring the pupil into a steady, 
prolonged vision of his own act, its origination and its real conse- 
quences, and then to lead the offender into that disciplinary treat- 
ment that will be the proper safeguard against repetition. 

Remark Eighth. For the benefit of empiricists, I will read the 
following account of an effort to secure culture of will in a school 
taught by a friend : " In April, 1856," writes this friend, "the 
pupils of my High School were assigned seats in a room specially 
devoted to study ; no recitations were to be heard in it ; no teacher 
was to be stationed in it ; the order of the room was to be such as 
they chose to make it. In accepting this arrangement, each indi- 
vidual pupil was regarded as personally pledged to a sincere, 
hearty and unintermitted effort to secure on his or her own behalf 
perfect propriety of conduct. It was understood that each pupil 
was personally responsible for his or her own conduct, and was 
expected at the close of the day to give a report of his or her own 
behavior, as minute as the Principal might require. No monitors 
were appointed, no monitorship allowed, no espionage of any sort 
permitted. It was a complete, sincere and unreserved entrusting 
of the whole control and order of the room to the pupils. The 
Principal or an assistant was usually present at the opening or at 
any dismission, but not always; they have sometimes opened 
school without a teacher present, sometimes dismissed themselves 
without any such assistance. I once left a school room with its 
teacher, to visit an adjoining room, the teacher remarking as we 
passed through the hall, that the scholars left behind were in as 



300 THE OHIO EDUCATIONAL MONTHLY. 

perfect order as though he were present. * How do you know ?' I 
asked him. The reply was, " they are watched." In our school 
there was no watching at all. Even in the reception of cening 
reports care was taken to avoid saying or doing anything which 
would in any way render the good order and propriety of the room 
other than a voluntary and self-sustained one. As said above, the 
trust was complete, sincere and unreserved. Teachers endeavored 
to be observant of the whole manner of each pupil in the recita- 
tion-room, and inferred thence what they could ; but the study 
room was the pupils', and they were left there unwatched with 
whatever integrity and splf-control they already had, and with 
the hope that they would learn the worth of more. Some who 
failed to learn any such thing, who gave no fair promise of im- 
provement, were removed from the room and placed under sur- 
veillance, all such cases usually exposing themselves sooner or 
later. 

"There are three questions, which if answered truthfully in the 
affirmative, would seem to show the experiment not a failure. Do 
these pupils improve in scholarship as rapidly and thoroughly as 
when studying in a room where a teacher is stationed ? Do they 
generally improve in their ability and disposition to do their whole 
duty so far as that room is concerned ? Do they all together, new 
and old, secure such a degree of propriety and order in the study 
room as to enable ordinarily industrious students to do their work 
comfortably then ? The first question can, I think, be answered 
with truth in the affirmative ; in regard to the other two, I am 
assured by pupils whom I have consulted since the close of the 
last term, pupils in whose veracity I have confidence, that they 
also may be answered affirmatively with truth. I have never sup- 
posed the order of the study room as good continuously as it 
wodld be were a strict and watchful teacher in the room ; but I 
am led to believe it better as a whole than it would be were some 
one stationed there who was not strictly watchful, one who was 
not decidedly above the average in this respect," 

So much for actual experiment. I have frequently had occa- 
sion to enter this school, and believe the foregoing account to be 
substantially correct. 

It is a great work, to train the perception to increased delicacy 
and correctness of action, so that fewer and fewer observable facts, 



ZANESVILLE PUBLIC SCHOOLS. 801 

however minute, elude its grasp ; it is a great work to train the 
memory so that it may retain in clearer form and more accessible 
order a larger number of impressions ; it is a greater work to 
inyigorate the logical powers of the mind, so that we may discover 
more quickly and tread with greater firmness and ease those 
aerial pontoons of thought over which we pass to undiscovered 
territories of truth ; but how much grander a work is it to bring 
out into security of power that capability of self-government 
which is to guide all these other forces in harmonious union 
towards the completion of the soul's high purpose, to secure for 
the soul this central condition of its ultimate success. 



EXTRACTS FROM THE RECENT REPORTS OF M. D. 
LEGGETT, ESQ., SUPERINTEKDENT OF THE ZANES- 
VILLE PUBLIC SCHOOLS. 

Teachers. — Upon the proper selection of teachers, more than 
upon everything else, depends our success. Whatever may be 
the merits of a school system, and however correct and complete 
may be its classification and course of study, yet if the immediate 
government and instruction be not intrusted to competent teach- 
ers, the system must prove a failure. Mere scholarship cannot 
constitute competence. 

One of the first qualifications requisite, is a maturity of judg- 
ment that, in general, is only found with mature years. A mere 
school girl is not fit for a teacher. There is no doubt but in some 
instances we have employed persons too young for the positions 
assigned them, and have thereby tended to shake the confidence 
of our citizens in the schools. To properly manage and teach a 
school, the teacher needs to understand the children^ as well as 
the subject-matter to be taught. And to correctly understand 
children, to know their capacities and susceptibilities, to under- 
stand their temperaments, and the best mode of influencing them, 
demands a knowledge of the world, of men and things, and of 
human nature, to an extent seldom attained except in mature life. 
I doubt whether one person in fifty, though possessing sufficient 
scholarship and all the requisite natural qualifications, is fit to 
take charge of a school before twenty years of age. 



802 THB OHIO EDUOATIONAL MOTNHLT. 

Too much importance cannot be attached to the characters and 
principles of teachers. Their principles should be rigidly correct, 
and their characters unspotted in their purity. Their characters 
and sentiments, though never expressed in words, will magnetize 
the whole school with their mysterious power. It is not enough 
that teachers have no bad habits, that they be free from active 
vices, that they possess merely negative morality; they sbonld 
have such a delicate consciousness of their responsibility as will 
induce in them positive morality, and will cause them to take a 
deep and active interest in the moral culture of their pupils. A 
teacher should possess a uniformly kind and generous disposition, 
entire self-control, an agreeable and affable personal address, and 
yet be energetic, .determined and thorough. 

Again, teachers must have th,eir hearts in the work. Those who 
teach only for pay, who go reluctantly to school in the morning 
and are impatient for release at night, have no business to assume 
the responsibilities of teachers, and will prove a curse to any place 
thai gives them employment. 

Moral Instruction. — In this important department of instruc- 
tion, it is to be feared, we are most defective. There is an un- 
necessary and improper delicacy about approaching this subject. 
The fear of introducing sectarianism, has led us to neglect giving 
proper instruction in sound morality ; and I have been pained in 
a few instances with the remark from some of our teachers, that 
they regarded their duties performed, when they sustained good 
order in the school-room and faithfully taught the branches re- 
quired. A child loves before it reasons, and exhibits violent anger 
before it speaks. Its moral powers are active long before its 
judgment distinguishes' between right and wrong. The study of 
Arithmetic will not make a boy honest, a knowledge of Algebra 
will not enable him to restrain his wrath. Natural Philosophy 
gives him no control over his appetites and passions. An ac- 
quaintance with Astronomy does not lead him to acknowledge his 
responsibility to a Higher Power; and Botany gives him no purity 
of heart. It is worse than folly to say that moral instruction 
should be left to parents and Sunday Schools. Very many chil- 
dren never enter a Sabbath School, and have no parents capable 
of checking their waywardness ; and yet society has a deep inter- 
est in their proper moral training. A child's moral nature is 



ZANBSYILLE PUBLIC SCHOOLS. 308 

nowhere so rapidly developed for good or for evil, as at school. 
What parent has not noticed the rapid change a child's thoughts^ 
feelings and habits undergo soon after entering the school-room. 
A large and promiscuous assemblage of children forms a hot-bed 
in which the moral nature is pushed forward into an astonishing 
and rapid growth, and unless the teacher watches with the most 
assiduous care, and guides with the most apt and wise counsel, 
noxious vices will get a depth of root and a strength and vitality 
which no parental solicitude can arrest nor Sabbath School in- 
struction eradicate. 

There is a wide field for moral instruction without any approach 
to denominationalism. Teachers may daily and hourly use their 
best endeavors to impress on the minds of children committed to 
their care, the principles of justice, a sacred regard for truth, love 
for their parents, a love for their country, humanity and universal 
benevolence, sobriety, frugality, moderation, self-control, and 
many other virtues, which are necessary not only for their per- 
sonal usefulness and happiness, but for the welfare of society and 
the State. They may point out the ugliness, and impress on chil- 
dren the wickedness, of lying, disobedience to parents and others 
in authority, disrespect to age, meanness of spirit, extravagance, 
imtemperance, revenge, and many other vices that mar human 
character and render their possessors unhappy and unuseful, and 
endanger the peace of society. They may teach good manners, 
gentility, and all those personal graces which tend to refine the 
feelings, cultivate propriety, and awaken a proper sensitiveness 
against impurity and wrong. They may cultivate a high sense of 
honor, true manliness, courage to do and defend the right, and a 
spirit of toleration. All this, and much more, can be done with- 
out encroaching upon forbidden ground. 

I felt keenly the justice of a rebuke administered by the la- 
mented Father Montgomery a few months before his death. 
While conversing with him in reference to the attendance of 
Catholic children at our Public Schools, I said to him, that I did 
not think upon careful investigation he would find anything in the 
character of our instruction to which his people could object. He 
replied, ''we don't so much object to teaching the Protestant 
religion, as we do to teaching no religion." 

The argument upoi» which is based the justice of taxing the rich 



804 THE OHIO EDUCATIONAL MONTHLY. 

to educate the children of the poor, is that the public good, the 
safety of persons and property, the peace and prosperity of the 
State, demands the education of all the children of the State. 
But mere intellectual culture never rendered the rights of personfl 
or property more secure, nor contributed to the real safety or 
advancement of any community. Education, to be of pubUc ben- 
efit, must have reference to man as a social being, a member of 
community, a part of the State, a moral, accountable creature. It 
must look to the formation of character, and the foundation of 
character is laid in the moral nature, and it lyill be good or bad 
as that nature is properly or improperly developed. 

Before the establishment of public graded schools, our large 
towns and cities were filled with parochial schools, where much 
attention was bestowed upon moral and religious culture. These 
schools have nearly all been broken up by the superior advantages 
offered for scientific attainments in our public schools ; and unlesB 
the public schools supply their place in giving a proper moral 
training, they will ultimately prove a curse rather than a blessing. 
In reference to this department of the teacher's labors, the 
Board should demand much more and see that much more is ac- 
complished. I do not mean to intimate that our teachers are 
^^ sinners above all others'' in this matter ; for I believe, as a body, 
they are fully up to the teachers of any city in the State. The 
neglect of which I speak is a part of the educational spirit of the 
age, and calls for immediate correction. . Many of them have 
labored faithfully and successfully in the moral training of their 
pupils, but too many others have not seemed to acknowledge its 
importance. 

Singing. — ^At the commencement of the school year, there was 
a very general demand from parents for instruction to their chil- 
dren in vocal music. In acceding to this demand, and furnishing 
a teacher in this important department of instruction, the Board 
have conferred upon the children of the city, a blessing, the value 
of which is not easily computed. It is rare to find a child who 
does not love music, and equally as rare to find one who cannot 
learn to sing. If care is not taken to teach children proper 
music, with appropriate words, many of them will pick up the low 
and vulgar songs of the street, and sing them to their own degra- 
dation and the pollution of those with whom they associate. Sing- 



ZANESVILLB PUBLIC SCHOOLS. 805 

ing adds wonderfully to the interest of the school; it is a relief 
from the fatigue of study and recitation, and a powerful aid in 
goveming and managing children. It keeps both pupils and 
teachers better natured, and greatly cheers them in their monoto- 
nous labor. The children have taken hold of this exercise with 
commendable zeal, and have made great proficiency. Almost 
every pupil in the Primary and. Secondary Schools has learned to 
sing ; and some of them with an artistic skill quite wonderful for 
the time they have been practicing. 

Visiting the Schools. — Our schools have been very generally 
visited during the past year. From records kept by the teachers, 
I find the number of visitors foots up as follows : 

Number of Tisits from Board of Education, 230 

" " " " Superintendent, 1166 

'* " *^ '^ persons not connected with schools, . . 2949 

One hundred and sixty-one of the Board's visits were made by 
the President. Nearly all of the visits from persons not officially 
connected with the schools were from parents. None but parents 
who have tried the experiment, can frdly know how much their 
children are benefited by these occasional visits. The children 
whose parents often visit the school, never play truant, seldom 
require reproof, and generally advance rapidly in their studies. 
If the parents whose children frequently have trouble at school^ 
would themselves often visit the school-room, and in a friendly 
manner confer with the teacher, in a very large majority of cases, 
the troublesome pupil would become dutiful and studious. 



How TO Retain a Good Face. — ^A correspondent of The Home 
Journal has some good ideas on the importance of mental activity 
in retaining a good face. He says : 

^^ We were speaking of handsome men the other evening, and I 
was wondering why ]^. had so lost the beauty for which five years 
ago he was so famous. ^ Oh, it's because he never did anything,' 
said B.; ^ he never worked, thought, or suffered. You mu%t have 
the mind chiseling away at the features^ if you want handsome 
middle-aged men.' Since hearing that remark, I have been on the 
watch to see whether it is generally true — ^and it is. A handsome 
man who does nothing but eat and drink, grows flabby, and the 
fine lines of his feautures are lost ; but the hard thinker has an 
admirable sculptor at work, keeping his fine lines in repair, and 
constantly going over his face to improve the original design." 



$tUttUM. 



The Splbndob op Damascus. — ^Damascus is the oldest city in 
the world. Tyre and Sidon have cnunbled on the shore ; Baalbec 
is a rtdn ; Palmyra is buried in the sand of the desert ; Nineveh 
and Babylon have disappeared from the Tigris and Euphrates ; 
Damascus remains what it was before the days of Abraham — a 
centre of trade and travel, an island of verdure in a desert^ ^' a 
predestined capital" — ^with martial and sacred associations extend- 
ing through more than thirty centuries. It was "near Damascns" 
that Saul of Tarsus saw the " light from heaven above the bright- 
ness of the sun ;" the street which is called Strait, in which it is 
said "he prayeth," still runs through the city. The cararan 
comes and goes as it did a thousand years ago ; there are still the 
sheik, the ass, and the waterwheel; the merchants of the Eu- 
phrates and of the Mediterranean still " occupy" these " with the 
multitude of their wares." The city which Mahomet surveyed 
from a neighboring height, and was afraid to enter because it is 
given to have but one Paradise, and for his part he was resolved 
not to have it in this world, is to this day, what Julian called the 
eye of the Bast, as it was in the time of Isaiah, "the head of Syria." 
From Damascus came the Damson or blue plum, and the delicious 
apricot of Portugal, called Damasco; damask, our beautiful fabric 
of cotton and silk, with vines and flowers raised upon a smooth 
bright ground; the damask rose, introduced into England in the 
time of Henry VIH. ; the Damascus blade, so famous the world 
over for its keen edge and wonderful elasticity, the secret of whose 
manufacture was lost when Tamerlane carried off the arts into 
Persia; — and the beautiful art of inlaying wood and steel with 
silver and gold, a kind of mosaic — engraving and sculpture united 
— called Damaskeening, with which boxes and bureaus, and swords 
and guns are ornamented. It is still a city of flowers and bright 
waters; the streams of Lebanon, the "rivers of Damascus," the 
"rivers of gold," still murmur and sparkle in the wilderness of 
" Syrian gardens." 



The census taker has found a colored man in Washington 
county, Ohio, one hundred and fifteen years old. He was pur- 
chased at Richmond, Ya., in 1776, by Blannerhassett's agent, by 
whom he was conveyed to Blannerhassett's Island, where he re- 
mained until misfortune overwhelmed his master. The old fellow 
says he recollects that he " had been gwine to see de gals long 
time 'ford de resolution war broke out." 



dEbitorial §tpartmtnt. 



Common Sense. — Tlus mental quality is not so "common" as some people 
seem to think. They attach to this term the idea of ordinary intellectual abili- 
ty. In their estimate, one who is without common sense is of imbecile mind, 
foolish. But this is not the sense in which the term is most employed at the 
present time. Many of the greatest geniuses, the most eminent scholars, the 
most distinguished orators, are not men of common sense. By this term we 
mean practical ideas concerning common things ; good judgment respecting 
the ordinary business of life; tact and wisdom in adapting measures to the 
accomplishment of ends desired. 

Webster's definition is as follows : " That power of the mind which, by a kind 
of instinct, or short process of reasoning, perceives truth, the relations of things, 
cause and effect, &c, and hence enables the possessor to discern what is right, 
useful, expedient, or proper, and adopt the best means to accomplish his pur- 
pose. This power seems to be the giil of nature, improved by experience and 
observation." 

To people in all professions and employments this faculty is indispensable to 
the highest success. Deficiency in this particular has well nigh ruined the in- 
fiufnce of thousands of learned and talented men and women. We once were 
acquainted with a lawyer whose character illustrated this statement In intellec- 
tual power, in scholarship, eloquence and knowledge of law, he* had few equals. 
But he was so lacking in common sense, in knowledge of human nature, that 
few had confidence in him as a counselor, and his want of shrewdness made 
him an object of frequent ridicule. More than one clergymen have we known 
to fail of usefulness from this cause. As preachers and theologians they have 
been most respectable. But in their intercourse with society, in the transaction of 
their secular business, they were so full of blunders, so deficient in practical 
wisdom and tact, that they were oflen laughing-stocks with their best frienda 
So to speak, they were sure to stumble over every curbstone and collide with 
every lamp post along the street And so it is with some ladies of high qualities 
for genius and culture. Without the least design or idea of committing impro- 
prieties, they oflen give offense and excite enmities from the want of a little 
knowledge of human nature. To use the language of that distinguished Boston 
lady, Madame Partington, " they can never open their mouth without putting 
their foot into it" 

Thousands of people are successful in all their endeavors and rise to distinc- 
tion in life, who are without any great amount of native genius, and whose edu- 
cation is exceedingly defective. But they have good hard common sense. 
They know how to adapt their means to their purposes. They know just how to 
go to work to secure the ends at which they aim. 

To all it must be evident that nothing is more important to respectability, suc- 
cess and happiness than this quality which we term common sensa And who 
more than Teachers need it ? They are called to de&l with people of aH classes; 



808 EDITORIAL DEPARTMENT. 

with character of all varieties. In the school room they meet pnplls of differ- 
ent tempers, of dissimilar natural traits, and whose home-training has been as 
diverse as the differences of their parents. To control these minds and lead 
them all in one path to knowledge and virtae, requires something more than 
genius and book-learning. Then, there are the parents of these children whose 
confidence and esteem must be gained and maintained. Many of them are 
easily prejudiced against the Teachers of their children. They will be likely to 
side with these children when they complain of their Teachers and rebel against 
their authority. If the Teacher has tact, discretion, good common sense, he 
will win the regard of his pupils, and become the praise of all the people. In 
instructing and governing he will soon cease to meet difficultie& His popularity 
will secure to him employment and liberal wages. He will be useiiil, and soon 
stamp his own good qualities upon the souls of his pupils. 

But very numerous is that class of Teachers who fail to achieve this success 
in their labors. And whence this failure ? Why is it that iheir schools are dis* 
orderly and unprofitable ? Why is it that the Teacher is not respected by the 
pupils, and has not the confidence of the public ? Why does he lead a nomadic 
life, wandering irom town to town in search of employment; playing himself out 
in a single term in each district which is so unfortunate as to have engaged his 
damaging services? Not because he has not talent Not because he is un- 
learned. Not because his moral character is objectionabla He is wanting in 
common sense. That is all ; but that is a great deal 

We once heard a prominent gentleman remark that he "never expected a 
Teacher to have common sense." Of course this, as all know, was an unjust 
and slanderous opinion. We believe that Teachers have no reason to fear com- 
parisons with others in regard to this matter. Still, it is often said that many 
Teachers need more of this quality than they possess. The truth is that deficien- 
oies of this character are more noticeable in them than in others. All they say 
and do is observed and reported. Whatever of good or evil there is in a Teacher 
crops out He is known, through and through, by all the people. 

It is of the utmost importance that all Teachers should cultivate in themselves 
this quality. While it is true that nature has been more liberal with some than 
with others in regard to this mental power, it must be remembered that this 
faculty can be greatly improved. Careful observation, the eyes wide-open to 
see and the mind intent to understand, will go far toward remedying natural 
deficiency. 

Perhaps it would be no bad thing for us all to pay increased attention to this 
matter. 

Another thought Teachers, while in School, deal with those who are their 
inferiors in respect to knowledge, and it is not strange that they become positive 
and dogmatic in their language, and dictatorial and imperious in their bearing. 
Some of them carry this domineering manner with them into society. They are 
impatient of contradiction, and continue to make themselves ridiculous and 
offensive. Their swollen conceit and vanity are pretty sure to experience punc- 
tures, resulting in humiliating collapses. 

Do not be offended on account of these last words. Of course they apply to 
none of the Ohio Teachers. 



THE OHIO BDUOATIONAL MONTHLY. 809 

The CnrciNNATi Daily Press of the lltii nit, devoted a column to the 
"Gnriosities of the State School System/' as developed in our article in the Sep- 
tember nnmber of the Monthly on *' School Examiners." The criticism is wAir 
ten with Brother Beed's sharp-pointed pen, but not in an unfair and captious 
spirit Both our School system and the sayings of the Monthly are legitimate 
subjects for criticism, and if they can not defend themselves they deserve to 
suffer all the lashings they may receive. 

But it strikes us that Press the charges to the School system faults which 
belong to parties who maladminister that system. A system and an occasional 
error by those who are appointed to administer it, are not necessarily identical 
The New York and New Haven Railroad is one of the most substantial struc- 
tures of the kind in the country. It is a good system. But an incompetent 
engineer ran a train mto Norwalk river, and destroyed forty Uvea That was 
not the &ult of the road. The moral government of Qod is a system which is 
adapted to promote only good. But under that system now and then a man 
acts rather badly. Evil is incidental to the best system of law. 

Let our School law be wisely and efficiently operated, and there would be 

little ground for complaint Still, we have never claimed for this law perfection. 

In many particulars the details of the system are capable of improvement 

Says the Press: 

"We have the best feeling toward this Educational magazine The State 
school system is a curiosity to us, and we look with some apprehensions to its 
future. The Commissoner does well to expose and denounce these abuses. 
We look upon them as fatalities inseparable from the system. The time will 
soon come when to expose abuses and corruption in the school system, will be 
as fatal to the official existence of a Commissioner or Superintendent, as it 
would be now for a candidate for office to expose the corruption in his own party." 

We deny "the soft impeachment" The quacks and "dunces" whom we 

"expose" do not belong to our "party." Every friend of our school system 

disowns and denounces them. 



Mb. Allen's Article. — It is pretty long, but we were unwilling to divide it 
It was read as a Report at the last meeting of our State Association; and we 
but comply with numerous requests in securing a copy for publication in the 
Monthly. We esteem it a paper of great ability, and feel sure that it will be 
read with deep interest If any think it too long and too strong for their appe- 
tite and digestion, they will find "food convenient for them — milk for babes," in 
our diluted editorials. We are vain enough to esteem ourselves capable of wri- 
ting small articles. 

Of our article on Common Sense^ it is proper that we should have a word to 

say. We began said article with the honest intention of making a good thing 

of it We intended it to be able and interesting, popular and instructive. But 

we could not work up to the pattern, and the real falls far short of our ideal 

We conclude that it is a hard subject to write upon ; at least for us. But it 

mnst go for what it will bring, as we have no time to prepare an article to take 

"^A.^^^^ If any of our readers will send us a first class article of some five 

mmon Sense in Teachers of Common Schools, we will pay $6 for the 

blish it in our December number. 

posals" received till the lOth day of November. 



810 EDITORIAL BBPARTMEKT. 

Ttpoorafhioal Errors. — ^We frec[aentl7 have been disagreeablj annoyed by 
seeing mistakes in the Record^ after it was too late to correct them. That this 
occurs in other publications need not be said, for they are seen too generally. 
We apologize for some of onrs, by confessing that there is much to be learned in 
the art of proof-reading, especially when bad proo& come to hand, as is some- 
times our unpleasant lot 

Some mistakes will happen, now and then, "in the best of familiea" In a 
recent number the types made us say "tolerable large," when we intended "to^ 
erably large." The Ohio Educational Monthly hopes we did not intend ir^ 
tolerable, and then goes on and says: "There are eight educational periodicals 
now published in Pennsylvania, (iood for our native State! Heaven bless her; 
she needs it" We should like to know how many of the eight periodicals are 
included in that singular pronoun it We hope ours is among theuL 

In another exchange from this State we notice, in a late article, a( least one 
dozen of mistakes in orthography. So it goes. Let us all be cautious. — Edu- 
cutional Record. 

Remarks. — 1. None of those "periodicals are included in that singular pro- 
noun tt" " It" stands for that blessing which we kindly implored on Pennsyl* 
vania 2. We have had the same experience in respect to typographical errorsL 
But nearly all such errors have been caa«ed by the failure of the printer to make 
the corrections which we had marked. 3. The Record has as tew sins of this 
sort to answer for as any of our exchangea 



Thk Monthly. — We have been greatly encouraged by the kind reception 
which the Monthly has met both in Ohio and abroad. We could fill a score of 
our pages with complimentary notices from our exchanges; but we do not 
deem it necessary to advertise the Monthly in this manner. We have no doubt 
that we shall receive all the credit which we can manage to deserve. 

From our educational exchanges we take the following notices of our Sep- 
tember number: 

"The Ohio Educational Monthly. — The September number of this valua- 
ble periodical is on our table It continues to improve, and this is the best 
number we have seen. It contains a steelplate portrait of Hoa Horace Mani^, 
with a sketch of his life and labors, by Wm. T. Coggeshall, with several other 
excellent articlea 

Besides these, the Educational News, condensed reports of Institutes, &c., 
make up a number worth more than the $1 to any teacher. The official depart- 
ment is full, and every Board of Education in Ohio ou^ht to take advantage of 
the law allowing them to take the Monthly, and pay for it out of their contingent 
funds. It would be a valuable work for them in applying the School Lawa 

If we should advise any teacher to take a number of good ioumals, the Ohio 
Educational Monthly would be among those heading tt^e list — Educational 
Record 

The Ohio Educational Monthly for September is an extra good number. 
The editor is displaying tact, as well as talent, in the management of his pages. 
— Jour, of Progresa 

Ohio Educational Monthly. — The September number of this valuable pe- 
riodical is on our table. The Monthly succeeds, and is a marked improvement 
on the old Ohio Journal of Education. The number before us contains a steel 
plate portrait of Horace Mann, with a sketch of his life and labors by W. T. 
Coggeshall, and other choice articlea — Iowa Instructor: 



Notice. — We cannot supply copies of the first six numbers of the Monthly; 
as the editions are exhausted Future subscriptions will commence with the 
July number. 



Pont^IS iebs. 



POETSMOUTH. — FouT ycars since Mr. E. E. White was called from the Cleve- 
land High School to the Saperintendence of the schools in Portsmouth. He 
went to his new business with a will to deserve success, and he accomplished 
that will. His success has been preeminent No man in Ohio stands higher in 
the profession than Mr. White. Nearly all the influential people of Portsmouth 
were exceedingly anxious that he should continue in that important office. But 
two of the three directors thought proper to appoint another man to that work. 
Petitions, yards in length, urged the reappointment of Mr. White, but they were 
of no avail. 

It is not our desire or intention to speak disrespectfully of those directors, 
but we can but regret the course they have pursued^ 

.. Mr. White has yielded to the importunities of the public, and opened a 
Classical School in Portsmouth. 



Miss Maby G. White, sister of Mr. R E. White, and for five years a teacher 
in Cleveland, departed this life on the 4th ult Says the Plain Dealer : 

' " For five years she promptly met her classes in the Clinton street public 
school, and faithfully did she nil her allotted place, winning the firiendship of her 
acquaintances, the admiration of her employers, and the undying love of her 
pupils. Lest she should rank second as to literary qualification, she left her 
school and spent a year in the Hiram Institute, and again, with first-class cer- 
tificate, resumed her labors, but in some eight months after her return she was 
attacked with hemorrhage of the lungs, from which she never recovered, but 
returning to her father s home at Mantua, Portage county, she slowly but surely 
yielded her strength till the 4th day of September, when her firee spirit took its 
place in the angelic hosts, at that interesting time of life when her thirty-fourth 
autumn was approaching. 

" During her protracted illness she never uttered a murmur, though ^th a 
deep sigh she oflen uttered the word 'Rest,' but no more. Her body is at 
'rest,' and her spirit has entered upon its reward." 



TEACHERS' INSTITUTES. 

At St. Clairstille.— It was not numerously attended, only about forty of the 
two hundred and forty Teachers of Belmont county being present President 
Andrews of Eenyon College was the principal instructor. Public addresses 
were given by Pres t Andrews and the School Commissioner. Mr. Pugh, Super- 
intendent of the St Clairsville Public Schools, is a zealous and active laborer in 
the good cause. 

At McCoknelsvillb. — T. M Stevenson was President, and Cyrus McGlashan 
Secretary. The principal instructors were President Andrews of Marietta, T. 
M. Stevenson, G. W. Pickerel, A J. Clarka It was proposed to hold a Normal 
Institute next year for the term of four week& 



312 MOKTHLT NEWS. 

At Warren. — There were one hundred and twenty-five Teachers in attend- 
ance The exercises were opened each day with reading Scriptare, prayer and 
ftnging. Daily instruction was given in Grammar by Ja& Marvin of Warren, 
in Physiology by N. A. Barrett of Newton Falls, in Geography by H. U. John- 
eon of Bazetta, in Practical Arithmetic by Mr. Caldwell of Girard, in Mental 
Arithmetic by S. F. DeFord of Lordstown, and in Beading by J. D.. Cox of 
Warren. Ja& Gkeer of Farmington, discoursed upon the "Theory and Practice 
of Teaching." The exercises were interspersed with singing, reading and re- 
plying to questions firom the Budget Box. Some of the questions elicited inter- 
est and discussion. Several highly interesting and instructive addresses were 
delivered. Tuesday evening Prof Garfield of Hiram Institute, lectured upon 
the subject of Physical Geography. Wednesday evening Rev. Mr. Clark of 
Warren, upon Meteorology, and Friday evening Mr. Kirkpatrick of Cleveland, 
upon Natural History. 

Zakesville. — We elsewhere have given extracts from the Report of the 
Zanesville Schools. From the same source we take the following facts : 

Children between the a^es of five and twenty-one, :::::::: 3,167 

Of these there are Children — 
Under the age of six and not admitted, ::::::::: 218 
Enrolled in English Catholic Schools, and not in Public Schools, : 183 
Enrolled in German Catholic School, and not in Public Schools, 69 

Enrolled in Private Schools in the city, and not in Public Schools, 15 

Attending Schools out of City, ::::::::::::: 11 
Over the average age of seventeen, and not attending School, 

(mostly in business,) ::::::::::::::: 510 
Enrolled in Public Schools, ::::::::::::: 2,120 

3,126 

Whole number of Children in the City between the ages of six and 

seventeen not in any school during the year ::::::::: 41 

The above exhibit indicates that but forty-one of the youth of Zanesville 
between the ages of six and seventeen have failed to have their names enrolled 
in some school during the past year. This number is so small, as to induce me 
to believe that some nave been twice counted, in consequence of having their 
names registered in both the Public and the Private Schools ; though, in making 
the calculations, I have at all times endeavored to avoid such mistakes. These 
fibres, however, show what no person, conversant with the prevailing sentiment 
of our people, will for a moment doubt that the value of our educational facili- 
ties is being better appreciated, and the importance and justice of properly 
educating children, more generally acknowledged than heretofore. 

Ikstbuctors. — Superintendent — M D. Leggett ^ 

Teacher of Vocal Music — Miss Lucy Abbott 

Teachers of High School—C. W. Chandler, A. M, Principal; T. J. Newman, 
A M, Mrs. A P. Wilson, Miss M P. Lamb, Assistanta 

Teacher of Languages — M. H. Lewis. 

Senior Schools — J. BL Hills, A M., Seth Stoughton, Henry Parker, A B.. 
Principals; Misses Ella G. Ross, Nira H. Chandler, Jennie E. Parker, Assistonts 

Seconda^ Schools — Misses Clara Granger, A W. Dickinson, Alice Harrison , 
Mrs. Rose Parker, Misses J. E. McAnully, Anna Ellis, Principals; Misses Sarah 
Bliss, Cinnie M Jones, Ruth Widney, Hattie Loudan, Juliette Palmer, Mary 
Cox, Assistants. 

Primary Schools — Misses Lou. Hutchinson, Ellen M. Parker, Magffie EL 
Delany, Olivia S. Schwabe, Mr& C. H Courtney, Misses E. V. Copeland, A J. 
Dickinson, Lucy H. Hadley, Maria J. Banks, E. A. Con vers, S. M. Alien. 

Rural School— C. Frame. German School— Rev. C. H. Strater. Colored 
School— Miss Fannie A Trotter. 



THB OHIO BDUOATIOHAL MONTHLY. 818 

Toledo Teagheb& — ^Mr. Frederick B. Dodge, a graduate of Dartmoath Col- 
lege, haa been appointed Principal of the Intermediate School 

Superintendent — M. T. Brown. 

High School — W. A. C. Converse, Principal; Misses Martha Eastman, Caroline 
Eaton, Sarah F. Marshall, Assistanta 

Intermediate Department — Frederick B. Dodge, Principal; Augusta Rich- 
mond, Assistant 

Grammar Department — A. B. West, Principal; Misses Cora L, Felson, N. C. 
Kellogg, Brown, Assistants. 

Spedal Teachers Edward W. Eoch, Teacher of German; C. S. Grossman, 
Teacher of Vocal Music. 

Secondary Department — Lagrange street : Miss Julia A. Lull, Principal; Misses 
Celia Bengough, Josephine Taylor, Assistanta Superior street: Misses Louisa 
Fairchild, Principal. Illinois street: Misses Helen L. Mills, Charlotte Kennedy, 
PrincipalsL Whittlesey street: Mary Perrin, Principal 

Tondota School — Miss Addie L Hunter, Principal 

Primary Department — Lagrange street: Miss Anna Titus, Misses Eliza 
Bengough, Lucy Stevena Maria A. Smith, Principals Superior street: 
Miss Clarissa Fairchild, Principal. Illinois street: Misses Charlotte Forsyth, 
Sarah C. Eldridge, Principal Whittlesey street: Misses Eugenia Perrin, Emily 
Southard, Principals 

Teacher of Colored Schools — ^Rev. Thomas R Dillon. 

Kewask Teachers.— Superintendent — Rev. A. Duncan. 

Teachers of High School — ^Mr. George L Mills and Miss Annette Voria 

Grammar School — Mr. Edwin Nichols, Miss Mary Reeder, and Miss Susan 
Dunham. 

Secondaiy Schools—Mr. A. G. Canedy, Mra R T. Bancroft, Miss Sarah M. 
Caffee, and Miss Kate K Knight 

Pt'imary Schools — Misses Mary Abbott, Lucy Morgan, Laura Jones, Maiy 
Scott, Almira Anderson, Eutilla Odell 

East Newark School — Miss Grace Trowbridga 

Haysburgh School — Miss Sarah M Dowell and Miss Mary DIIIcl 

Colored School — Miss Agnes Duncan. 

New Lisbon. — From the interesting report of Mr. D. Anderson, Superintend- 
ent of the Schools in New Lisbon, we take ihe following : 

^ It will be borne in mind that the schools were in session only two terms 
during the year; — ^a Fall term of eleven weeks, closing the latter part of October, 
and a Winter term of seventeen weeks, closing the latter part of March; making 
in aU twenty-eight weeks tuition during the year. 

^* The whole number Of persons of school age, within the limits of Union 
School District, returned last year, is as follows : males 300, females 323, total 
623. 

^ The whole number of home pupils enrolled in the schools was, males 194, 
females 183, total 377. 

" The number of foreign students enrolled during the year was, males 34, 
females 14, total 48. 

"We have no cases of tardiness to record of the teachers in the employment 
of the Board All have been at the post of duty in the proper tima Each has 



814 MONTHLY inSWS. 

labored with commendable zeal and industry in the school room. The dn^ 
enjoined bj the Board, of opening the exercises of the morning in each room, 
by reacUng a portion of Scripture, nas been strictly observed. 

" The standard of literary attainment which many teachers aim at^ though 
higher than it was some years since, is still too low, here, as well as in the county 
generally. In this age of progress, teachers should avail themselves of the bene- 
fits to be obtained &om educational books and periodicals, teachers' meetings, Ac. 
We would, therefore, respectfully suggest to the Board, that they enjoin upon all 
teachers employed by tnem, to hold frequent and stated meetings during the 
ensuing year, for mutual improvement" 

South Charleston. — ^The erection of a new and commodious school edifice 
in South Charleston is now a fixed fact The tax has been voted, the site 
selected, and the next step will be its early erection. 

The probable cost will be near eight thousand dollars. The site selected is a 
good one, being high, eligible, grand, convenient to town, and affording a fine 
view of the surrounding country. 

Mabietta College. — Rev. Edward P. Walker lias accepted his appointment 
to the professorsMp of Rhetoric and English Literature, and will enter upon his 
duties at the beginning of the next tenn. 

It gives us pleasure to learn that the prospects of the College for the coming 
year are unusually good. 

Cabdinoton School& — Hon. D. Rees has been reelected Superintendent 

Springfield. — Says a late Springfield paper: 

" Our public schools will open a week firom Monday next By that time the 
two neat, new primary school houses and the Eastern Building will be ready for 
occupation by the little folka 

" Mr. Richard W. Morris, long known in this city a faithful and capable 
teacher, will have charge of the Eastern School, while Mr. Henrv Smith, recently 
of Oxford, a gentlemen of fine education and of first class qualincations, in every 
respect, for his position, will have charge of the Western School Both of these 
gentlemen wiU be assisted by the competent male and female teachers men- 
tioned in the previous issue of this paper. Among these is Mr. Charles H. 
Eyans, who, as a young man of more than ordinary talent, is deserving of 
especial notice. 

"It is now to be seen whether our schools are to be gainers or losers by the 
very slightly-changed policy which will prevail upon the opening of the Fall 
term. For our part, we do not anticipate any radical innovations, and feel quite 
safe with the matter in the hands of such men as R D. Harrison and P. A. 
Schindler, Esqs., and the old members of the Board. 

" One thing is certain — all those pupils in the lower and middle departments, 
will have increased and more pleasant facilities for study." 

Xemia. — Never since the organization of our Union Schools, have so many 
scholars been in attendance during the first week of a session as were present in 
the various departments last week. Some of the rooms were filled to their utmost 
capacity. — Torchlight 

Dresden Schools. — Says an exchange : 

'* The Dresden Schools were resumed on the 24th of September. There is an 
entire change in the corps of teachers with one exception. The following have 
been engaged for the next year : Principal and Teacher of Hish School, Mr. 
Byshon ot Delaware, Ohio. Teacher of Grammar School, Miss Sw Evans, 
GranviUa 0. Assistant Teacher, Miss S. Presley, Granville, 0. Secondary 
Department, Miss M. L. Cresap, Dresden. Primary Department, Mrs. Byshon, 
Delaware. 0., and llCss M. Williams, Cambridge, Ohia 



THE OHIO BBUCATIONAL MONTHLY. 816 

Did You Eveb? — In one of our counties at a recent examination of Teachers, 
the following definitions were written : 

" Forensic" — ^Honesty. 

" Friendless" — Being kind, loving. 

" Stratagem" — Being strait 

" Identity" — Meaning the same thing. 

"Ingratitude" — The respect we owe each other. 

" Pedagogue" — ^An unruly person. One who thinks too highly of himself 

Indiana. — Mr. Fletcher, Republican candidate for State Superintendent of 
Schools, has taken the stump, and is addressing the Hoosier people upon school 
topics. Says a reporter : 

" Prof Fletcher, with equal success, portrayed the sad condition of the school 
system, as it had been aaministered tor the last two years, by a man who has 
neither the inclinaiion or ability to carry out the requirements of the School 
Law, except that portion which relates to the compensation of the Superintendent" 

" He made no allusions to the political questions of the day, but confined 
himself closely to the educational condition and projects of our State. He will 
doubtless receive a larger vote than any other man on the ticket, for the reason, 
that the educated portion of the Democracy are ashamed of the grand exponents 
of Popular Ignorance who now disgrace one of the most important offices in our 
State Government 

"These men will erase his name and substitute the name of an educated and 
educational man; a practical teacher and a popular lecturer. 

" We agree with mr. Fletcher that the system which now exists has never been 
fairly tested, and we doubt not, that when properly administered, our school sys- 
tem in Indiana will compare favorably with that of any other State in the Union." 

From the last number of the School Journal we learn that an interesting 
Institute has been held in Spiceland: 

" Prof G. W. Hoss called it to ^der." 

" Prof Hoss made a few introductory remarka" 

*' Prof G. W. Hoss taught the class in Algebra." 

" Prof G. W. Hoss taught the class in Geometry." 

" Prof Hoss insisted on terseness of language." 

" Prof Hoss offered the following," etc. 

" Prof Hoss gave a lecture of 45 minutes." 

"Prof Hoss gave an address, subject," etc. 

" Prof Hoss occupied a short time in " etc. 

" Prof Hoss lectured 45 minutes on, ' eta 

" Prof Hoss lectured 45 minutes on Recitations. " 

" Prof Hoss lectured 45 minutes on School Oovemment" 

" Prof Hoss offered the following, which was unanimously adopted : 
' Whereas, Both reason and custom hold that physicians are tne most compe- 

petent judges of the qualification of physicians, lawyers of lawyers, agricul- 
turists of agriculturists, and hence by analogy, teachers of teachers, therefore, 

'Resolved, That in general, teachers ought to be appointed County Examiners 
of teachers. 

' Resolved, That we commend this matter to the carefiil attention of the vari- 
ous County Boards throughout the Stata 

" Prof Hoss offered the following, which was adopted : 

'Resolved, That in our opinion Normal Institutes are the most efficient, eco- 
nomic means for the improvement of teachers now available in Indiana. 

' Resolved, That we eamestiv commend to our fellow-teachers the importance 
of organizing and sustaining Institutes in every county in the State. 

" Prof Hoss gave a list of the names of some books which he advised teachers 



816 MONTHLT NBWS. 

to procare and read as early as conyenient Among them was 'Abbott's Teach- 
er, "Northend's Parent and Teacher," and "Oirden's Science and Art of 
Teaching.' " 

A vote of thanks was rendered to Prof Hobs, and the proceedings signed by 
"G. W. Hoss, SupeHntendenC 

But if any one supposes that the Spiceland Institute was a " one Hoss con- 
cern," he is greatly mistaken. A dozen other gentlemen took part in the in- 
struction, but they were not "Professors," We Uke the Professor s ideas in 
regard to Ezaminera "Our sentiments exactly," but we would leave a liberal 
margin for exceptional cases. We are glad to leam that " Prof Hoss has been 
appointed Examiner for Marion county. He takes the place so long unworthily 
filled by a wretched Umb from another profession." 

Illinois. — Mr. Charles A Dupee has resigned his place as Principal of the 
Chicago High School Mr. J. A Sewell of Massachusetts, has been elected 
Professor of Chemistry, Botany and Physiology in the State Normal School 
Mr. Chauncey Nye is to be Superintendent of Schools in Peoria. 

Mr. J. K Picket, for many years the efficient Suuperintendent of the Schools 
at Alliance, 0., has been appointed to the same office in the flourishing town of 
Decatur. We regret to part with Mr. P., but congratulate our friends in the 
Prairie State on gaining so good and successful an educator. 

Stephex a Douglas, formerly a teacher in Sangamon county, has been 
nominated for the Presidency of the nation. Abraham Lincoln, of the county 
aforesaid, who never taught school, is a nominee for the same office. 

A WBiTSR in the September number of the TeacTier is of the opinion that 

hoops and short dresses are not just the things for school girls. Hear how that 

Egyptian talks : 

"Hoops. — We think the Jioops add grace to a female in long dresses when 
properly worn, as well as add to her comfort; but there is no more abominable, 
immodest fashion than putting them on school-girls in short dresses, especially 
very small girls. If teachers have noticed the same evils which have come into 
our view, they will agree with us that such a scandalous thing should be discoun- 
tenance by every means in their power. We have seen nttle girls five years 
old who could not sit on a bench and be as well protected as Eve was with a 
fig-leaf; we have seen those a little older whose appendages assumed nearly the 
perpendicular in passing through narrow aisles in the school-room, and we have 
seen a good deal that we aob warned not to tell of, by remembering the excite- 
ment produced by the immodest/ H) of a teacher who requested the female 
portion of his school to ask their motners to adjust their clothing so as to keep 
Its place better. The cramped arrangements of many of our school-rooms make 
this a speciiJ abomination in scho^ Hoops and short dresses do not belong 
together. a t." 

The State Normal Univebsitt, under the charge of President Hovey, is 
accomplishing its purposes with energy and success. Whole number of pupils 
213. The University Building is said to be the best for its purposes in America* 

Missouri. — The August number of the Missouri Educator furnishes a full 

account of the recent meeting of the Teachers* Association of that State. We 

judge that it was a time of great interest Prominent among the educators 

present were Messrs. C. S. Pennell, Harris, Martling, Tracy, Childs, Divoll, 

Edwards and Love. 



MONTHLT NBWS. 817 

MicmcAN. — We do not see the Michigan Journal of EducaiiarL We need 
it If we knew who is its editor and where he lives we wo\ild apply for an ex- 
change. For foar years we resided in the Peninsular State, and our pleasant 
remembrances often wander back to that goodly land. We must hear from oqr 
Wolverine brethren, especially those of old Oakland. Bro. Gregory, lend a 
helping hand : 

" The M1CH10A.K Mt. Holyoke.-— * W. S. H.' writing to the Evangelist from 
Kalamazoo, says: *We are ready to report some progress in the Michigan 
Female Seminary, an educational enterprise on the * south Hadley* or ^Hol- 
yoke' plan which was started here nearly four years ago. Very soon after our 
first effort was made, the *hard times' came upon us, and our progress has in 
consequence been slow. The foundations were laid a year aga This summer 
we are putting up the centre buildings of the following dimensions: 114 feet by 
57, and four stories higL We hope to have it covered in the course of nezi 
month, and to have the school in operation by a year from this fall. The pres- 
ent building will contain a chapel, dining hall, recitation rooms, and enough 
teachers' and students' rooms to accommodate 60 or 70 pupils. Two wings ar( 
hereafter to be added, 44 by 120 feet each, the whole affording accommodations 
for 250 student&" 



EsirrncKY.— The Educational Monthly for July has reached us. It is an 
able and interesting periodical, and we trust that it is liberally .supported. The 
article headed "Coming South, — To our Friends in the Ncr^h," is a kindly 
admonition to Yankee teachers going South not to dislike any thing that they 
may see or experience in Kentucky. It says, " make up your mind that no 
word of yours shall give evidence of the gall of bitterness that lies at the very 
center of the fountain of prejudices that are keeping the true hearts, North and 
South, so wide asunder. «*»««« 

"It is peculiarly unfortunate for those of our profession that so many pre- 
tended teachers have come here, with no native refinement, a mere smattering 
of the lower branches of an education, and, with either no moral principle at 
all, or filled with a fanatic zeal fired by ignorance and breathed into a flame 
by the breath of prejudice, and so conducted themselves that they have almost 
changed the proverbial warmth of a southern wdeome into a cool reception" 

We hope that Northern Teachers will accept this timely caution. If they 
have any "prejudices" against whipping women, and selling men like Uncle 
Tom to such gentlemen as Simon Legree, any against placing families on the 
auction block, and parting husbands and wives, parents and children, — if they 
have any "fanatical zeal" for ih^ Golden Rule, they better just "make up their 
minds" to remain where they are. Qood. enough for them, too! 



Alabama. — The Southern Teacher^ published at Montgomery, and edited by 
W. S. Barton, is a very valuable work. It embraces forty-eight pages per num- 
ber. Subscription price, $2. If any of our readers desire to keep posted in 
regard to that portion of " our beloved country," we advise them to order the 
TeacXer. The first article in the August number combats the " glittering gen- 
erality " that " all men are created firee and equal" It is ' a middling good 
thing, but not as good as many others which follow it We wish Mr. Barton 
great success in his enterprise, as he surely deserves. 



818 THB OHIO EDUCATIONAL MONTLT. 

MASSAGHnsETT& — Hon. Joseph VHfite of Williamstown, has heen appointe 
Secretary of the State Board of Education. Twenty-five years ago we knew 
Mr. White at Williams College. He is a gentleman of fine talents, of ripe 
scholarship, eloquent in speech and pleasing in mannera He is a lawyer hy 
profession, but for many years has held the office of Bank Commissioner. At 
present he is the Secretary and Treasurer of Williams College. We had hoped 
that some practical teacher like George B. Emerson or John D. Philbrick 
would receive the appointment; but we are pleased with the promotion of an 
old fi-iend, and doubt not that he will prove himself a worthy successor of 
Messra Mann, Sears and Boutwell 



^ook Itotices. 



Messr& J. H. Riley & T. C. Bowles of this city, have commenced the pub- 
lication of the Ohio Standard Series of School Books; which consists of the 
following works: 

Goodrich's New Readers, edited by Noble Butler. 

We have not had time for that careful examination of this series of Readers 
which should precede a decided expression of opinion concerning its merits. It 
consists of six volumes which are printed on good type and fair paper, and 
illusti'ated with numerous and appropriate cuts. The contents of these books 
seem to have been selected with care and good judgment The sixth volume 
presents a chapter, of more than fifty pages, on Practical Elocution. — 
Thorough instruction is given upon Inflection, Emphasis, Modulation, etc. 

Greenleaf's Mathematical Series. 

Mr. Greenleaf has long held a high position in the department of Mathe- 
matics, and his text-books are in general use throughout the Eastern States. 
His series consists of a Primary, an Intellectual, a Common School and a Na- 
tional Arithmetic, a work on Algebra and one on Greometry. In our estimation 
these works are among the best of their kind. 

Tower and Tweed's Series of Grammars. 

This series consists of three volumea The authors are men of high repute 
for scholarship, and their works seem to be well adapted to impart instruction 
in this most important branch of study. 

Cornell's Geographical Series. 

Five volumes compose this seriea Four years ago we gave it as our opinion 
that among all the works upon Geography none were superior to Cornell's, and 
such is still our opinion. 

This house also publishes many works in the higher departments of educa- 
tion, copies of which we have not seen. 

The members of this firm are too widely known as men of reliability to 
require commendation from us. 



BOOK K0TI0S3. 319 

The Life of George Washington — Bj Edward Everett. New 
York: Sheldon & Com'j. 

This elegantly printed volame of 350 pages, contains the Life of Washington 
as prepared for the new edition of the "Encyclopedia Britannica/' by Edward 
Everett Lord Macanley was applied to by the publishers to ftimish the article, 
but his other engagements preventing him from complying, he suggested that 
the article should be prepared by a citizen of the United States, and named 
Mr. Everett as the most suitable person for the work. Application was made to 
Mr. Everett in March, '59, and though only a few months were allowed, Mr. Everett 
found time, amid his other labors, to prepare the memoir which is here presented 
in so attractive a style. Compared with other "Lives" of that great man, this 
is necessarily brief, but within the limits of a convenient volume we have a val- 
uable, not to say ezhaustilb resume of the inspiring theme. Treating it can- 
didly yet admiringly, with many of the graces of his well known style, yet, from 
the necessity of condensation, not always himself— Mr. Everett has furnished 
not only a valuable article for the Encyclopedia, but a book which will be sought 
for with eagerness by thousands who have heard his eloquent utterances on 
this same subject 

Willaed's United States. A. S. Barnes & Burr. 

This is a new and enlarged edition of Mrs. Willard's most excellent history of 
the Republic of America. The work has for some years been before the public. 
It has to a very great extent achieved popular approval The present edition 
brings down the history of the United States to the time when John Brown was 
hung, and thereby the fright of our chivalrous brethren of the Old Dominion 
quieted 

We cordially commend this work as being well adapted to the wants of our 
public schools. 

First Lessons in Latin. By N. C. Brooks, L.L. D. 

A glance at this 16 mo. volume of 234 pages has impressed us favorably. Had 
there been such a book thirty years ago greatly should we have rejoiced. 

Progressive Higher Arithmetic. By Horatio N. Robinson, 
L.L. D. Ivison, Phinney & Co. 

For concise and exact definitions, for clearness of statement, and for thorough- 
ness, we are acquainted with no arithmetic which is superior to this. 

The Young Singer. Part I. A collection of Juvenile Music, 
compiled at the request of the Board of Trustees, for the Cin- 
cinnati Public Schools. By Messrs. Mason Baldwin, Locke and 
Aiken, Teachers of Music in the Schools. Cincinnati: Pub- 
lished by W. B. Smith & Co. 

Our own judgment in regard to a work of this character would not be con- 
sidered worth five cents on the dollar by any professional singer. But we have 
heard the Cincinnati children sing, and we like the way they have of doing it 
We heard eight hundred of them at a concert which they gave last year, and 
pronounced it very good. Their Teachers in music are the authors of this work, 



820 THB OHIO EDUCATIONAL MONTHLY. 

and if the work is not a good one^ the reason why we can not imagine. And 
besides, W. B, Smith k Ga never pablish any but first class books. 

The House and Garden. 

This is a new monthly which is furnished to Teachers at half pricCi or twenty- 
cents a year. It is published at Cleveland, 0., by the proprietor of the Ohio 
Farmer. For particulars see prospectus in our advertising department 

We have received several school reports and other educational pamphlets 
which we intend to notice in our next number. 



OUR ADVERTISERS. 

We desure to call special attention to our new advertisers this montL Oar 
advertising patrons offer new and interesting matter every month, and it is grad- 
ually increasing in quantity. We do not lessen our usual quantity of regular 
reading matter so that any increase of advertising is so much gain to our 
readers. 

Messrs. G. & G. Merriam publish some excellent recommendations to Web- 
ster^s Dictionaiy. Read them. They are worthy the attention of every Teacher. 

Messrs. J. H. Riley & T. C. Bowles also advertise two new pages of their 
"Ohio Standard School Series;" showing four or five hundred towns in which 
their mathematics are used. 

Messrs. Moore, Wilstach, Keys, & Co., advertise Rhetorical Practice and 

The Art of Elocution. Excellent works by H. N. Day, A. M 
Messrs. Ivison & Phinney advertise a list of excellent school books. 

Read A. S. Barnes & Burr's new advertisement of National Series of Read- 
ers. They are well recommended. 

Elias Longley advertises a new equitable school agency. 

Messrs. W. B. Smith & Ca advertise McGufiys new Speaker. It is a good 
work, and has many valuable features worthy of notice. 

Don't pass by our own circular to Teachers, Messrs. Fleet & Spillanes 
circular to Boards of Education, Alex Clark's new book, also Poets and Poetry 
of the West, published by Follett, Foster, & Co., advertisements of Applegate 
& Co., of Cincinnati, Sheldon & Co., N. Y., Swan, Brewer & Tileston, Boston, 
(Worcester's Dictionary,) and numerous others. They are worthy of atten- 
tion. Look through them all 



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OHIO 



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TQE 

OHIO 



EDUCATIONAL MONTHLY. 



NOVEMBER, 1860, 



Old Series Vol. 9, Ho U. New Series, Vol. 1, No. U. 



FEMALE EDUCATION— PRESIDENT WILBER. 

^ BY REV. D. W. CLARK, D. D. 



Till within a comparatively recent period, very few had thought 
of employing the rigid discipline of science in the education of 
woman. The elegant departments of literature, the fine arts, 
the embellishments of culture were all that was deemed re- 
quisite in the accomplishment of the most thoroughly ed\icated 
of the sex. " The pursuit of all knowledge" was regarded as a 
misnomer in any such connection. And the idea of a woman's 
grappling with the problems of Euclid, threading the intricacies 
of logic, exploring the mysteries of Ghreek and Hebrew, or becom- 
ing familiar with the master intellects of antiquity, was as little in 
accordance with the notions then prevalent concerning the proper 
sphere of woman as that of felling trees or heading a troop of 
horse. To this idea the schools for female education were con* 
formed. As the idea failed to recognize the strength of character 
there is in woman, so the school failed to develop it. 

Few reasons can be urged in vindication of this mistaken sys- 
tem. It is already demonstrated that woman is capable of grap- 
pling with the same problems of science as the sterner sex, and 
that she rises from the struggle with intellectual powers invig- 
orated and sharpened in the same way. K, then, the object of 

^Editor of the Ladies' Repository, Cincinnati. 



322 THB OHIO EDUCATIONAL MONTHLT. 

education is to discipline the intellect, to give it power, why should 
that discipline be .denied to woman? We are not objecting to 
what are sometimes called ^'the accomplishments" oT education. 
They have their place in the education of the youth of both sexeck 
They are needed to give refinement to what otherwise would be a 
strong but roughly developed intellect. But the strength is just 
as much needed to precede the accomplishment, or at least to go 
along with it, as the underpinning is to a house. In fact, no 
course of training deserves the name of education unless it starts 
the mind into activity, develops its powers, promotes its growth, 
and produces thought. There may be, indeed, specific studies 
which may lie without the line of a young lady's pursuits. It is 
the same with the young man. We can not all study every thing. 
All we contend for, and what we think must be patent to all, is, 
that in whatever relates to mental discipline there should be the 
same breadth and comprehensiveness in the system of female edu- 
cation as in that designed for the other sex. 

This truth, which has so recently come into recognition, is 
abeady working wonders in the cause of education. Not only 
have female colleges come to be recognized as a fundamental fea- 
ture of our grand educational system, but they are also something 
more than mere shadow. They stand forth equipped for work. 
The actual college armament — suitable buildings, apparatus, libra- 
ries, a comprehensive educational course, and able teachers — ^is 
demanded. 

The portrait of one whose whole life was devoted to the practi- 
cal solution of this problem, and that, too, with grand success, 
can not be unwelcome to our readers. While others were theoriz- 
ing, discussing the abstract principles involved, the late President 
Wilber, by the patient labor of seventeen years, gave to the world 
a practical illustration of what may be accomplished in the educa- 
tion of woman. The Cincinnati Wesleyan Female College is said 
to have been the first chartered institution of the kind — ^not mere- 
ly in the west, but in our country. It was the forerunner of an 
almost countless number which now honor every state and almoBt 
every great city of the west. 

But while we honor the work, let us not forget the man. 

The Rev. Perlee B. Wilber was bom December 21, 1806, in 
Duchess county, state of New York. At the age of seven he 



FEMALE EDUCATION — PRESIDENT WILBEB. 323 

went to reside with an uncle near Cayuga Lake, in the same state. 
Here he labored for many years on a farm. When he became of 
age he continued in the same occupation, and, being industrious 
and economical, succeeded in accumulating sufficient means to 
enable him to obtain a collegiate education. '^ The legend,^' says 
the Alumna, " of the plow-boy following his plow, on which is fas- 
tened a dictionary, he studying as he goes, is well authenticated, 
and indicates an early awakening, which resulted in a strong, un- 
conquerable resolve." His academic course was pursued at Caze- 
novia Seminary, and his collegiate at the Wesleyan University, 
Middletown, Connecticut. He was a close student, noted for his 
intense application ; and the result was that he rapidly advanced 
in his studies, maintaining in them a high position for sound 
scholarship. At this early period, too, he developed those traits 
of high-toned and conscientious moral integrity, which continued 
to b^ a crowning feature of his character through all his subse- 
quent career. 

It appears to have been his conviction, at a very early date, 
that he was called, in the providence of God, to labor especially 
in the educational department of the Church. To this end he 
directed his thoughts and his efforts. Immediately on leaving col- 
lege he was employed in an academy at White Plains, then under 
the patronage of the New York conference. But before the close 
of the year he was elected Professor of Ancient Languages in the 
Cazenovia Seminary, where he had pursued his preparatory stu- 
dies. In 1838 he was elected to the Presidency of the Bucking- 
ham Female Collegiate Institute, then under the patronage of the 
Virginia conference of the Methodist Episcopal Church. Thence- 
forward to the closing scene — a period of twenty-one years — he 
was prominently connected with the cause of female education. 
It is not a little remarkable that when, a youth in the seminary, 
he was required to prepare an original oration upon the occasion 
of his first appearance in public, he chose as his theme Female 
Education. This seems to have been a precursor of what was to 
be his life's work. 

When, in 1842, it was determined to establish a female school 
of high order in the city of Cincinnati, President Wilber was in- 
vited to take charge of it. The school was opened on the first 
day of September, in a private room on the same street and but a 



824 THE OHIO EDUCATIONAL MONTHLY. 

short distance from the spot on which this memoir is being writ- 
ten. The school was small in its beginnings, but organization and 
discipline were two elements that gave sure presage of ultimate 
success. From this small beginning, the institution has grown up 
to become one of the largest in the land, possessing a patronage 
almost unparalleled in all the west, and embodying a course of 
study extensive enough to meet the largest want, and at the same 
time thoroughly systematized and arranged. Indeed, the whole 
history of the institution, during the period of seventeen years, 
has been one of progressive development and success. Up to this 
date 2,879 ladies have been enrolled as students upon the college 
book, representing nearly every state in the Union. Of these 279 
are now enrolled as regular graduates of the institution. Many 
of them are well known as writers of the highest order of talent, 
or women abounding in every good work. Not a few of them are 
" in the itinerant work" as the wives of Methodist preachers, doling 
good service in the cause of Christ. Some have become mission- 
aries of the cross. 

Mr. Wilber, as a teacher of* young ladies, occupied a foremost 
rank ; he was a most rigid disciplinarian, so much so that he was 
often thought severe, but a clear analysis of his principles showed 
that his actions were governed by a fine sense of what he con- 
ceived to be right ; his chief endeavor in their education was to 
make them as well acquainted with life as possible, before they 
were called upon to cross its threshold into the real and active 
world. He was a man of great inflexibility and determination, 
one of his most marked characteristics being to do right, lead him 
where'er it would, and a more fitting monument to his memory 
could not be raised, than that success which has attended all his 
efforts. He was a member first of the Ohio and then of the Cin- 
cinnati conference, from the time he identified himself with the 
west. But, though recognized as a minister of standing and 
worth in the Church, it is but just to say that he ranked much 
higher as an educator than a preacher, in which vocation he was 
most unremitting, an earnest of that regularity and indefatigable 
application which characterized his whole life. He was retiring 
in his disposition — ^not fond of display — ^but choosing to be known 
and honored rather by the results of hard labor and faithful ser- 
vice. 



FEMALB EDUCATION — PRESIDENT WILBEB. 82 

We qnote from one who was a co-laborer with him for seventeen 
years : " His avowed and primary object as a teacher was to pre- 
pare those who were intrusted to his care for the responsibilities 
of active life, to fit them not alone to shine in society, but to 
resist its lemptationSy to avoid its allurements, to fulfill its obliga- 
tions, and to bear well the burdens and trials of life. He consid- 
ered woman not ar an angel to be adored, neither as a toy to 
amuse, nor yet as a drudge and slave, but as a human being, with 
a mind and heart capable of unlimited development. He sought 
constantly to induce habits of order and punctuality, looking at 
the ultimate interest of the pupil more than to momentary or 
present enjoyment. In the class he was clear, methodical, and 
observant, severe to the indolent, complacent to the diligent, gen- 
tle and considerate to the diffident or weak, and careful over the 
interests of all." 

We cannot forbear another extract from the Alumna : " Our 
departed friend was a good man. And when we have said this 
we have said all, for who can intensify the meaning of that word 
good ? It hightens our appreciation of his goodness to remember 
that he himself was never conscious of its possession, but labored 
diligently each day as though the results of eternity depended 
upon the passing hour. He was a man of marked individuality, 
possessing that' iron firmness and intense determination which 
march straight on to the accomplishment of their ends over and 
through any obstacle which may oppose their course. It was 
these traits which men sometimes mistook in Mr. Wilber's char- 
acter, calling them by harsh names, but which to us, who knew 
him best, constituted a crowning excellence of the teacher and 
the man. His contests between duty and inclination were all 
fought in secret, when no eye save One beheld ; when decided the 
decision was final, and he came forth pledged to follow whitherso* 
ever duty might lead. If the tide of fashionable folly was rolling 
up upon his work threatening to destroy the labor of years and to 
blight ere their blossoming the hopes of years to come, that in- 
vincible will threw itself between the foe and his jealously guarded 
charge, in whom were centered his expectations of a perfected 
Christian womanhood, and with a tireless energy, which some men 
called blind impetuosity and others culpable austerity, toiled to 
avert the danger as only they toil who realize its fearful extent* 



226 THB OHIO EDUCATIONAL MONTHLY. 

At such times he was guilty of no ambiguity in the use of terms ; 
in expostulating with his pupils he called things bytheir right 
names, startling oflentimes by the wonderful power of our good 
old Saxon tongue to stir to its depths the inermost being." 

The same writer referring to the Board of Trustees writes the 
following eloquent tribute : " Many of this Board are men who 
\&Ye carved their own fortunes in life, who have risen by their 
own unaided efforts, and who now, with other heroes like them- 
selves, constitute in the commercial world an element of power. 
There is much of the sublime in the ministry of these men through 
long years at the fountain whose waters were denied their thirst- 
ing lips in early youth. When some future Harriet Hosmer — 
who shall arise, it may be, from our own ranks — shall seek for a 
subject, which, embodied in marble, may adorn a chosen niche of 
the fair temple that must at some not distant day arise upon the 
site of our present humble one, let her select this scene of the 
fountain and its manly guardians, as, battling still with prejudice 
and ijjnorance, they keep pure the living tide, ever crying to the 
daughters of the land, * Come!* But let her not carve beneath it 
— * these shared the common fate of public benefactors.' The 
gratitude of two thousand educated women, who teach to their 
children the same emotion, is a reward for which sovereigns have 
longed in vain — a recompense the joy of whose unfathomed rich- 
ness angels are ignorant of." 

The death of Mr. Wilber was sudden and unexpected. A slight 
indisposition, from which no danger was apprehended, suddenly 
terminated in congestion of the brain, which in the brief period of 
thirty hours had completed its work. His system, shaken by his 
heavy cares and labors, sunk beneath the attack, with no power 
to rally; and the strong man fell into the slumber of death. 
From the nature and rapidity of the disease he left no verbal tes- 
timony. It was one of the afflictions of that dark hour that he 
could give no responsive utterance to the affection poured around 
him, nor tell of divine support and immortal hope. But no depth 
of despairing agony could for one moment doubt the undying affec- 
tion of his heart. And his life — ^better than all utterances of 
speech — was a living witness of the truth of the Christian religion, 
giving assurance that, " with him, to die was gain." 



EXTRACTS FfiOM DIART OF A SCHOOL EXAMINER. 827 

"Serene, serene, 
He pressed the crumbling verge of this terrestrial scene 
Breathed soft in childlike trust 

The patient groan, 
Gave back to dust its dust, 

To heaven its own." 

His funeral was attended in Wesley Chapel, where he had 
through so many years appeared in the midst of his pupils on the 
annual festivals of the institution. An immense concourse of stu- 
dents, alumnae, patrons, and firiends, indicated the public apprecia- 
tion of the loss sustained in his death. A long procession followed 
him to the grave ; and all that was mortal of Perlee B. Wilber now 
slumbers side by side with his departed little ones, in a beautiful 
cemetery in the suburbs of the Queen City of the west, awaiting 
the resurrection of the just. 



EXTRACTS FROM THE DIARY OF A SCHOOL EX- 
AMINER. 

Sept.j 1858. The usual attendance at our monthly examina- 
tion. I notice some new faces, but more which have become pain- 
fully familiar. The old proverb begins to manifest its truthful- 
ness in their case. For two long years their owners have managed 
to just reach the lowest standard for the lowest grade of certifi- 
cate : that seems to be the limit of their ambition. Their dull 
eyes have not brightened up in the least: they wear upon their 
faces the old stereotyped expression of flat stupidity. There is 
the same awkward, cramped movement of head and limb as they 
sit at their desks, writing out in wretched scrawls their badly ex- 
pressed answers to our questions. Hope we shall not feel very 
good-natured when we pass upon their " record of capabilities." 
I have fears that their light will not shine in the benighted regions 
of Co. this winter. 

There are others who come in with brisk, firm step : sit down at 
the first vacant desk, and business-like commence writing : ever 
and anon raising their eyes to read the next question written upon 
the blackboard. If a difficult one to answer, a shade flits across 
their countenances, as much as to say " there's a poser." Gradu- 

*We regret that the author of this article forbids that his name should be 
given. He is one of our most prominent town Superintendents. — Ed, 



828 THS OHIO BDUOATIONAL MONTHLT. 

ally, however, their eyes begin to light up : the working of the 
brain-machinery induces a rapid play among the muscles of the 
lips, and a quick, nervous twitching of the eyelids. There, the 
problem is solved. Down go their heads, and one can almost see 
the answer assuming form and proportion as it runs rapidly off 
their fingers ends. I have passed judgment upon these already — 
reading their answers is a mere form. 

Among the dull ones to-day, I noticed anew comer. Lank, 
ungainly, otUr^ in dress and manner, he took a seat with the rest. 
Having stared at the questions a long time, he at last hopelessly 
laid down his pen and brought his papers to my desk, saying 
" Please, Sir, excuse me — ^it's no use to try.** I entirely coincided 
with him in this opinion, but encouragingly said, '^ Mr. Olds, study 
hard this winter, and next year perhaps it may be of some use to 
try.** 

Sept J 1854. The " new-comer** of last year has finally suc- 
ceeded in getting a certificate. To be sure his answers were not 
all correct : his papers were crumpled by clumsy handling ; and 
then stteh reading. But every alternate month he has come here 
— seemingly more for a word of encouragement and sympathy 
than for any other purpose — and asked permission to '^ try how 
many answers he could do.** We have not examined his papers 
before, because he has never mustered courage to present them. 
More as a reward for perseverance than of merit, we have granted 
him a certificate for six months. 

SepLj 1855. Mr. Olds present again. He has not favored us 
with his bi-monthly visits the past year ; but to-day he brought a 
recommendation from his last winter*s patrons, stating that ^^ he 
is of a good morrel caructer, and mines his own Bizniss, and gives 
generall satus Facshun.** Afraid he will become a fixture in the 
six months list or be numbered among the rejected. After exam- 
ination was over I gave a short lecture on the importance of teach- 
ers improving their leisure hours: recommended several cheap 
works on natural history, &c., to be read carefully during the com- 
ing winter ; and closed by giving notice that next year the stand- 
ard of qualifications will undoubtedly be raised. 

Octj 1855. By chance met Mr. Olds on the street, in company 
with his father, I suppose — ^for when I urged him to go with me to 
the bookstore and purchase a selection from the books recom-' 



EXTRACTS FBOM PIART OF A SCHOOL EXAMINER. 829 

mended last month, the old gentleman sharply remarked, ^^ He 
don't want no more books — ^better save his money." Not desiring 
to interfere with parental authority, I left them. 

Sept^ 1856. An unusually good class, though few in numbers. 
Having a little spare time after the written examination, I pro- 
posed the oral demonstration of a few mathematical principles. 
Mr. Olds sadly at fault and evidently much chagrined. Had a 
long talk with him concerning his associates, and the general 
character of the neighborhood in which his parents reside. Do 
not wonder at his dullness. On the contrary, begin to entertain 
a high respect for him — ^for I perceive he is struggling hard 
against adverse circumstances — and have promised to use my 
influence in getting him a situation in some intelligent neighbor- 
hood. 

Sept.j 1857. Do not now regret having interested myself in 
behalf of Mr. Olds, notwithstanding I was soundly berated at the 
commencement of our winter schools, by some of his patrons, for 
Bending a ^^ blockhead" among them. New associates, new books 
to read, new trials and new hopes have developed him wonderfully. 
His native good sense taught him to improve every opportunity to 
the utmost, and ere the close of his engagement he had won the 
esteem of every one. He has, despite the opposition of parents 
and associates, who thought it a foolish waste of time and money, 
attended a High School the past spring and summer, and this day 
has numbered himself with those who receive certificates for two 
years, the legal limit. 

Sept. 1859. The inevitable Olds again. Not the ungainly boy 
that six years since gauged his own powers and declared them 
wanting, biit a gentlemanly young man, with firm step and steady 
eye. His hard won reputation has gained our confidence, and we 
grant a certificate without examination. We wished to know 
something of his plans for the future. As we feared, he has 
ceased struggling for the best good, and rests contented with his 
mediocre attainments — a fair acquaintance with the common 
branches of an English education. His earliest teachings were 
too firmly fixed to be eradicated, and he has concluded to stop 
study for a while, (probably for a life-time, my fine fellow,) and, 
in accordance with the advice of his relatives, " save his money 
for a rainy day." 



380 THE OHIO EDXJCATIOKAL MONTLT. 

Sitting in my study after the vexations of this day's work, I 
feel too weary to attack the huge pile of papers before me : so as 
a rest from severer labor I spend a half hour moralizing upon the 
Olds family. Ten years observation in the same county has 
enabled me to witness the genesis and exodus of many of its 
members. Prompted by some good genius, they become disgusted 
with their social surroundings and determine to work their way up- 
wards. Their struggle for intellectual life is frequently pro- 
tracted through many years; often surrounded by those who 
sneer and ridicule them; predicting poverty, want and crime as 
the sure outcome. Some strive long and manfully, but a com- 
plete victory is rarely won. Who can endure an incessant^ war- 
fare against adverse fates, with none to shout '^ onward," none to 
say " God speed ?" The wearied brain becomes bewildered : the 
surrounding darkness is too dense for their untutored eyes to 
pierce through: so they listen to the evangel of "get and save;** 
and plod on in the track their fathers trod before them. Some, 
indeed, succumb without a struggle. 

I do not wish to find fault with the industrious and economical 
proclivities of any people. To secure a competency is the duty 
of all. Yet when money making is allowed to override all other 
considerations its disastrous eifects are witnessed not only in the 
intellectual and moral degeneracy of the miser himself, but like any 
other marked peculiarity it is handed down " even to the tenth 
generation." This is especially true of many members of the 
Olds family. My young friend started out with the determination 
to become a scholar: he commenced the accumulation of the neces- 
sary means to secure that end; and loaned out his hard earnings 
at a round interest. The first usury he received was like the 
*• smell of blood to the lion's whelp." It roused the hereditary 
avarice handed down from his fore&thers, and ever after his eyes 
were turned earthwards. The probability is that he, like Bun- 
yan's Man with the Muck Rake, will go through life scraping togeth- 
the dust and straws around him, heedless of the crown of glory 
freely offered by the good angel at his side. He will quote " a 
penny saved is a penny earned," not even dreaming there are 
pence to be earned and saved in other worlds than the material 
one. He might have torn himself loose from his early associa- 
tions, and among strangers lived a true life — ^but he cannot tear 



EXTRACTS FROM DIARY OF A SCHOOL EXAMINER. 831 

himself from this propensity ; it is a part of his nature — ^if he do 
not crash it will push aside his better aspirations. 

Still, all of this family cannot be said to lead ^^ blasted and 
wasted lives." The taste of the homoeopathic dose they have 
taken will linger upon their. palates through all time. They have 
not won a complete victory, it is true, but their strivings have done 
them much good. They will not always travel the old road, but 
will deviate more or less from the beaten track, and always with 
good result. They are not failures by any means. I sometimes 
think I can understand the providence which creates them. They 
might, and had they met with proper encouragement, undoubtedly 
would have done better. Still, though they do not loom up as 
giants in the intellectual world, their influence is felt where most 
needed. I hear their voices joining in the rich chorus performed 
by country and village singing societies. I meet them at the Sab- 
bath School, urging those younger than themselves to heed the 
teachings of the religion of Christ. They give tone and direction 
to the discussions of the district Lyceum. I know several "Squires" 
among them, and their dockets are at least legible, and make some 
pretensions to correct orthography. Soon I shall meet them at 
Agricultural Fairs, bringing in for exhibition better stock, larger, 
finer-grained squashes and juicier peaches than their neighbors. 
They will become leading spirits in district school meetings, and 
form active members of Township Boards of Education. My 
children's children will prattle about them when they tell their 
mothers that " that good-natured, white haired old man came to 
school again to-day, and almost cried because little Jennie Olds 
couldn't say her lesson. Wonder if he isn't her grandpa ? " And 
their words of cheer will never be withheld from those who dare to 
gird on a heavy armor and wield a mighty sword in the great bat- 
tle of life. 

Yet sad, sad, — ^what energies, what capabilities lie dead or dor- 
mant in the Olds family. 



The great Dr. Johnson was wont to say that a habit of looking 
at the best side of every event is far better than a thousand pounds 
a year. 



832 THE OHIO EDUCATIONAL MONTHLY. 



THE HEAD AND THE HEART. 



BY W. H. YOUNa.' 



The popular mind is attaching undue importance to the Intd- 
lectj to the dangerous if not the shameful and sinful neglect of the 
Heart. For some time Christian teachers have been sounding the 
alarm and lighting the signal fires of danger, but still, among the 
masses, the passion for Intellectual Culture is running so high, 
that Emotional Culture in the child is practically, if not theoreti- 
cally, ignored. The subject is not a new one, yet to-day it more 
than ever demands the serious and abiding attention of teachers 
and parents. 

How shall we decide which should hold the higher rank, the 
head or the heart? the intellectual nature or the emotional? 
thought or feeling ? ^ One values an article by its cost. Perhaps 
most are ready to say, tried in such a balance thought will weigh 
the heavier : for while one is the fruit of severe labor, the other 
is of spontaneous growth. But is it just to compare labored 
thought with a passing emotion? Let judgment be founded on 
justice. If we are to consider the fitful feeling of the hour, let us 
place it side by side with the wandering vagaries of the clown. 
But if we are pointed to that mental acumen which years of disci- 
pline have prepared to detect fallacy in its most specious form, 
then let us meet it with that sensibility of feeling which years of 
culture have taught to rightly interpret the unspoken wants of the 
dying invalid, and grant unasked pardon to the heartstricken and 
penitent wrongdoer. If we are referred to that capacity of mind 
which a lifetime in the great treasure-houses of nature has enabled 
to take within its grasp the wonders of earth and sky and sea, 
then I would point to that greatness of soul which a life's inter- 
course with nature's God has taught to drink in beauty from every 
flower, majesty from every oak, sublimity from every thunder- 
storm, humility from every blade of grass, meekness from every 
tender lamb, faith from every rainbow's arch, hope from every 
budding rose, charity from every neighbor's fault, love for man 
from every sigh, and love to God from stormy as well as sunny 
skies. 



*ProfesBor in the Ohio UniTeraity, Athens. 



THB HBAD AND THB HBABT. 883 

Another makes rarity the gage of excellence. But if it be 
said emotions are common as hearts, it may be replied thoughts 
are thick as brains. K the scarcity of Alexanders and Csesars, 
Aristotles and Ciceros be alleged, we may respond they were more 
numerous than Socrates. If the fewness of Gallileos and Bacons, 
Humboldts and Newtons is vaunted, they were more than Wilber- 
forces and Howards. 

Again, we value commodities according to the speediness of the 
returns they make. Here it is confidently claimed the head has 
the advantage of the heart. Not so fast : The grand object of 
human thought and effort is happiness. Let the head and heart 
be separately trained with this in view. When the former work 
is done we have a commodity upon which it is expected to realize 
happiness. When the latter is completed we have the thing itself. 
Head culture brings a real estate investment which it is hoped to 
turn into money. Heart culture brings the clean cash. 

But men are so partial to power ^ let the head and the heart enter 
the lists for this. A book has been written to prove that "Knowl- 
edge is Power," and McKnight has made some strong points in 
proof that knowledge is the basis of national strength, and yet 
another Author very clearly teaches that the meek are to inherit the 
earth. All ipen admit that wisdom is a power in the world, and 
the wisest of men has taught that the fear of the Lord is the begin- 
ning of wisdom. So the first, the primary lesson in wisdom is 
taught in the heart. Newton was mighty in intellect, but had not 
Diamond burned his papers we had never known his greatest 
power. Man boasts his intellect but gives heart to woman, and 
yet what man ever had the power of endurance a woman has ? It 
was a great power that traced out the calculus of curves, but there 
is a greater that can meet insult with a placid brow and scorn 
and hate with a look of love. It was a great thing to tame the 
fiery lightning, but the unruly temper is worse than the death 
death dealing thunder-bolt. We admire the intellectual power 
that has numbered the sand, weighed the moon, measured the sun, 
counted the stars and traced the comet in its errant path, but 
what shall we say of the heart power that rescues the bad woman 
from the jaws of death, lifts the inebriate from the gutter's filth, 
gives the pest house an air of comfort, ministers at the stranger's 
bed of suffering, cheers the home of poverty, soothes the frenzy 



334 THE OHIO EDUCATIONAL MONTHLT. 

of the madman, assauages the grief of the broken-hearted, and 
provides a home for the widow, the friendless and the orphan ? 

Wisdom and power are not Deity's divinest attributes. Ood is 
Love. We may listen with awe when it is sublimely announced 
'^In the beginning God created the Heavens and the earth/' but 
the great heart of the world has been leaping for joy euer since 
it was said ^^ Come unto me all ye that labor and heavy laden and 
I will give you rest." 

And in what the Great Teacher says of the poor in spirit, the 
mourner, the meek, the seekers of righteousness, the merciful, the 
pure in heart, the peace-makers and the persecuted, the secret 
almsgiver, the lover of enemies, &c., what .is promised to power of 
intellect? and what is not promised to goodness of heart? 

And yet how little do we recognize all this in our educational 
views and practice ! A precept now — a bad example, — ^and then 
a moral lecture. Reproof yesterday, indulgence to-day, and pun- 
ishment to-morrow. A rule laid down this week, a rod laid on 
next,. and then both laid aside for a month to come. Let me 
review with that father and mother, who are bending all their 
energies to the intellectual development of their children, a single 
day of your own home-life ? 

In the morning if the little folks keep out of the way — ^I don't 
mean on the street — ^but out of your study, from under your feet, 
in the yard, cellar, garret, anywhere that is proper, until school- 
time, you are then glad to see them on their way to school. K 
they come home good-natured you are glad to have them go off 
by themselves and play until bed-time. Then . a hasty " Now I 
lay me down to sleep," and a happy "good night, father; good 
night, mother," and you are glad the day has passed so well : not 
thinking how many little seeds of pride, vanity, envy, deceit, rebel- 
lion and selfishness have been sown, since morning, in the rich 
soil of their young natures : nor of the hundred little battles that 
have been fought by the good and had spirits in their unsuspecting 
bosoms : nor whether the debit or credid side of the balance sheet 
of good and evil shows the greater gain for the day's operations 
between their childish hearts and the world. You have satisfied 
yourself as to John's arithmetic and spelling, but did you inquire 
about his generosity and truthfulness? Tou are encouraged by 
Mary's report of reading and grammar, but what of her modesty 



THE HEAD AND THE HEART. 835 

and Bweetness of temper ? Lucy took William's place at the head 
of the class. They have been rivals for a year. Do you think how 
effectually envy, selfishness, pride are being engendered by this 
rivalry? Kate and Jennie had a bitter quarrel last winter. They 
do not speak. Do you consider how this protracted ill-feeling is 
banishing from your daughter's heart the bright angels of forgive- 
ness, meekness, humility, charity and love, and inviting within its 
sacred walls the blackest and the foulest spirits that roam the 
desert wastes of our fallen humanity ? 

While thus the education of the intellect is carried on day by 
day, month by month, through all the years of childhood and 
youth, at the enormous cost of health, often, to the child, daily 
sacrifice to the parent and millions to the State, we almost uni- 
versally and habitually leave the training of the heart to the for- 
tuitous circumstances of native disposition, youthful companipn- 
ship, our own convenience and — ^temper. The fountains of feeling 
that ought to be sending forth gushing and copious streams of 
peace and happiness, joy and love, are allowed to dry up entirely, 
or become covered with the thick scum of sickly sentiment or poi- 
soned by the deadly views of self-love. The sensibilities, that 
need to be trained to the slightest touch of a brother's sorrow and 
a sister's grief, and yet to bear with the tri-fold strength of brass 
the rudests storms and tempests of life, become, too often, deaf to 
the sigh for needed sympathy, and dumb to the wounded heart 
that often needs only the balm of a single note of love. The 
affections, like the neglected vine, are left to grow crooked and 
scrubby and fasten themselves to the poke-weed and sun-flower 
stalks of sensual pleasure and the showy but empty follies of life, 
while they ought to be climbing upwards and entwining themselves 
around the mighty oaks of truth and virtue and the deep-set pil- 
lars of faith and love. All this and infinitely more is embraced in 
culture of the heart. Yet how little of it enters into the popular 
conception of education ?***** 

The child's heart was made transparent as glass, plastic as clay, 
impressible as wax, that it might be easily moulded for usefulness 
below, and happiness above. But every year," as the outer world 
gains upon it, it becomes less transparent, less plastic, less im- 
pressible to those gentler, softer influences of parental care and 
love that in childhood hold such unbounded sway. Oh, that 



886 THE OHIO EDUCATIONAL MONTHLT. 

parents, and teachers, too, might feel the importance of heart edu- 
cation in the infant and childhood days of life ! I would not have 
I ess done for the intellect, but more for the soul. Be not less at- 
tentive to the faculties of the mind, but more engaged for the 
graces of the heart. 

We admire and wonder at the capacity, fertility and power of 
the mind, and this admiration and wonder hare led us to analyze 
its powers, classify its faculties and study its modes. But the 
heart more secret in its workings, more complex in its structure, 
more intricate in its bearings, and more delicate in its sensibilities, 
seems to escape our notice except in its grander movements and 
its wilder manifestations. We then look on with wonder and 
amazement ; perhaps, with grief and pain ; perhaps, with horror 
and disgust, but soon turn us again to what seem the things 'of a 
more actual life. How blind and how fatal a mistake, when heart 
is the main-spring to all that is great and good, as well as the 
passage-way to all that is wretched and vile. Why in the great 
Temple of Humanity, while the body was intended as the court of 
the Gentiles, and the Intellect the Holy Place, the Heart was as- 
signed for the Sanctum Sanctorum, or Holy of Holies, where 
should ever dwell the Shekinah or visible presence of the great 
Architect Himself. To be sure a worse than Egypt's idolatrous 
king has profaned the holy places and set up his altars there : 
but there is hence the greater need to bring to bear all our pow- 
ers to cleanse and purify the great heart of the world, that the 
spirit of God may again shed upon it the rich effulgence of his 
glory. 

Nor is there here any invasion of the territory of the minister of 
the Gospel or assumption of the prerogatives of spirit of Grace. 
The infant heart is as entirely subject to the laws of gradual and 
systematic culture as the infant mind, and tenfold more liable to 
the ruinous influences of neglect or abuse. There is a beautiful 
and instructive analogy running through the whole system of 
Education, physical, intellectual and emotional. And as the gym- 
nast by his dumbells, his parallel bars, his ladders, vaulting poles, 
&;c., seeks to call into action the whole physical man, and develop 
that strength- of effort, power of endurance and skill of execution 
which characterize perfectly developed manhood; as the true 
teacher by his disciplinary methods of instruction seeks to bring 



THB HEAD AKD THB HEART. 387 

call into action the whole physical man, and develop that strength 
of effort, power of endurance and skill of execution which char- 
acterise perfectly developed manhood ; as the true teacher by his 
diciplinary methods of instruction seeks to bring into play what- 
ever goes to make up man's mental constitution, and thus develop 
aU that power and greatness and excellence that mark the man as 
an intellectual being ; so the parent and teacher, to whom are en- 
trusted the heart's culture, are bound under a responsibility that 
knows no estimate, to seek, by a well devised system of moral dis- 
cipline, to check every wrong tendency, restrain every froward 
inclination, subdue every evil passion, encourage every noble aspi- 
ration, strengthen every good desire, deepen and intensify every 
holy emotion. All this until man becomes that pure and loving 
and holy being that was made in the image of God. If I have 
placed the mark high, my justification is that man's destiny is a 
lofty one, and his Maker has make him in a very important sense 
the means of his o¥m elevation. 

As to systems or methods of moral culture scarce a hint can be 
added. Moral precepts dealt out by the dozen lines, or moral 
stories timed by the minute hand of a clock, are apt to be husks 
from which the wheat has all been threshed. The Christian may 
boldly announce the name of Jesus Christ as the only branch that 
has eflBicacy to sweeten the bitter waters of man's fallen nature. 
This name is to be held up by every father, every mother, every 
teacher, before every child, until it is written, aye ! deeply graven 
as in a rock with a pen of iron, upon every heart. But this does 
not mean that every parent shall become a pharisee, every teacher 
a priest, every recitation-seat an anxious bench, every counting 
frame a rosary. No indeed. I claim to be an earnest advocate 
of the fitness of things. It means simply this. When the Christ- 
ian parent or teacher reads at the family altar or in the school 
room, " Blessed are the poor in spirit, the pure in heart, the mer- 
ciful, the meek," he shall exhibit in every movement, act and word 
the holiness of spirit, meekness of disposition, and purity of heart 
of him who preached that matchless doctrine. And when it is 
read, " Te are the salt of the earth," " the light of the world," let 
the life prove the salt has not lost its savor, and let it shine in the 
shop, at the fireside, and the school room, as a city that is set on 
a hill. And when further on he finds " Do not your alms before 



888 THB OHIO EDUCATIONAL MONTHLT. 

men, pray and fast not as the hypocrites, lay not up treasures on 
earth, take no thought for the morrow, judge not," let him remem- 
ber the house that was founded on the sand. And finally, when 
those divinest words in the whole teachings of the Son of God, be- 
cause so triumphantly vindicated and exemplified in his own life, 
sufferings and death : — ^those words, ^^ Love your enemies, bless 
them that curse you, do good to them that hate you, and pray for 
them that despitefuUy use you and persecute you :" — ^when these 
words are spoken, if they are echoed by a heart that has tried their 
power, and reflected in a life that daily proves their excellence — ^if 
they are illuminated by the light of the word and accompanied by 
the unction of the Spirit they cannot fail to have a potency for 
good which no arithmetic can estimate, no language describe. The 
infant mind may learn from the tongue and the printed page, but 
the infant heart, whether we will it or not, is ever studying its lessons 
in the life that is lived around it. 

There is such a thing as childhood piety* which needs to be 
carefully engendered, and religiously and unremittently cultivated 
from the cradle to those years of discretion when the heart may 
enter upon a higher and maturer life of Christian experience. It 
is this childhood piety which must be made at once the object and 
end of any effectual system of moral culture in the child-heart. 
Its study-room must be the play-ground, the home circle and the 
school room. Its text book must be, as said above, the life that is 
lived around it, and its recitations are the outward manifestations 
of its own inward growth and existence. Its means are recorded 
in a book to be read at the last day ; and upon these will depend 
whether to either pupil or instructor it will be said " Qo up higher J^ 
Is any but the Christian parent and Christian teacher prepared to 
meet such a responsibility! 

* I do not nst this word in an exclasiyelj religioaB, bat in a combined r«li- 
gioui, moral and filial sense, as in the latin pietaa. 



ELarb Reading. — Some industrious Grael is making a collection 
of books printed in Welsh. He has gathered together some 3,000 
volumes. The dialect of the Gaelic spoken in Wales is a com- 
pound of hissing, gurgling, and snorting, wholly undescribable 
and unpleasant to Anglo-Saxon ears. Take half a dozen sibilani 
snakes, a couple of porkers, and a turkey gobbler, put them all in 
a pen and stir them up briskly with a sharp stick, and you will 
get out of them a very fair imitation of the Welsh language. 



ONB OF THE KEaLECTBD STUDIES. 889 



ONE OF THE NEGLECTED STUDIES. 



BY REV. ROBERT ALLTK.* 



For many months I have been meditating an essay for the 
Monthly J but have hitherto been hindered. The matter for one 
was in my mind and often at my fingers' ends. And even now 
time forbids anything elaborate. Indulge me in a few words on 
one of the neglected duties of school life and education. Educa- 
tion is here named because this is carried on both before and after 
school life commences^ as well as out of the school room and school 
life proper. I refer to accuracy in the pronunciation of the ele- 
mentary sounds of the English Language. Not long ago at a 
Teachers' Institute I asked '^ how many elementary sounds in the 
English Language ? " The answers from about a hundred voices 
varied, all the way from twenty-six to forty-six. After some 
further questioning and a little trying of sounds, they at last 
divided on the numbers from thirty-nine to forty-six. And when 
they were asked to make them, not one could do it, and many of 
the teachers actually knew no difference between the names of the 
letters and the powers or sounds of those letters, and some of them 
had never suspected that there was any difference, or that the char- 
acter was at all different from the ruime or the power. 

Now here is a matter that has been sadly neglected by our 
teachers, and that deserves the careful attention of all who would 
speak the English Language with any degree of propriety what- 
ever. Our little scholars ought to be able to make all the sounds of 
our English letters and to know them just as readily and as certain- 
ly as they can know and make the written or printed characters. 
The form of the letter is seen by the eye, and, when written, it is 
made by the hand. The sound of that letter, or its power, is 
known by the ear, and, when spoken, it is made by the organs of 
speech. Now, while it is by no means necessary that the child 
shall be told all about this, in so many words, it is, nevertheless, 
highly important that he should know both the forms or characters, 
and the sounds or the natures or the powers of these letters. 

This is one reason why reading is such a difficult affair to so 
many persons. They do not know how to connect the sounds of 



*Pre6ident of tbe Wesle/an Female Beminarj*, Oineinnati. 



840 THE OHIO EDUCATIONAL HOKTHLY. 

the letters with their forms. In English we haye twenty-six char- 
acters, and the most rigid analysis makes forty-three sounds. Some 
make more and others less. But this number is near enough for 
our present purpose. Learning to read is but learning to trans- 
late these characters into their proper sounds, and in order to do 
this with ease and distinctness, the child's ear must be taught to 
discriminate, his mind must be enlightened to know and decide, 
and his vocal organs must be made obedient to his will, so that 
when he hears a sound he can tell if it be the true one, and can 
repeat it at a moment's warning. 

Many are the arguments for this course. A few may be named. 
Nothing, in the first place, so readily marks the well-bred lady or 
gentleman as this accurate making of the sounds of the letters, or 
in other words, the correct and clear pronunciation of letters and 
words. Let a person say " ceow " instead of " cow," or " seouth" 
instead of " south," and you set him down as having been a clown 
at some time of his life, or if not exactly a clown, he certainly has 
been brought up in some out of the way place, and in a low class 

Then again there is not so good a foundation for all the minor 
morals of cleanliness, politeness, and truthfulness — ^if these' can be 
called with any propriety minor — as this accuracy in speaking. 
K a man is exact in giving oach word all that belongs to it, he 
will be very likely to give to his neighbor all that is due to him. 
But if he clips his words or defrauds them of what they by right 
possess, and confounds them with each other he will be very likely 
to cheat his customers of what they ought to have, and to confound 
his own and his customers property, being very liable in his haste 
always to appropriate to his own private uses more than belongs to 
himself. This depriving words of a head or of a posterior, is a sort 
of barbarous and heathen practice that can by no means be re- 
conciled to humanity and Christian charity, to say nothing of honor 
and justice. To cut off the d from and and thus translate from a 
conjunction into an article or an adjective, to melt and deform 
"are not," or " is not," or "am not," into " aynt," or to cocknify 
either of them into " haynt," is certainly as rascally and as mean 
in morality as it is slovenly in manners, and inelegant in a literary 
point of view. And yet how many are the " model teachers who 
do it? And many a one who never commits such a crime — for it 
is not less than a capital literary or professional crime — ^permits 



ONE OF THE NEGLECTED STUDIES. 341 

it in his pupils. Reform, reform, my brothers, in this matter ; and 
insist that your pupils shall speak the English language with cor- 
rectness and beauty. 

Reform yourselves, and pronounce your words in full, with clear- 
ness and precision. And then insisist on your scholars doing the 
same thing in their recitations, in all their readings and in all their 
conversations, at least within your hearing. Watch them and 
watch yourselves, and try to bring about a revolution in this mat- 
ter so essential to all correct scholarship and grace. The play 
ground should be carefully noticed, and every child should be com- 
pelled to know what a correct pronunciation is, and should be made 
to adopt it. To be sure many of them will not be properly taught 
at home. But that is an additional reason for greater emphasis on 
this topic, and for greater strictness in and around the school 
house. The school is the only chance that many will ever have 
for acquiring anything like elegance, or even tolerable correctness 
in the use of language. And if our teachers do not enforce it, 
our schools will not accomplish what is to be expected of them. 
I do not believe there is any thing to which the half so much im- 
portance can be attached as to this. What do we want schools for ? 
Why evidently, in the first place, to make good readers and speak- 
ers of the language to which we are born. Geography and Gram- 
mar, at least in their common and technical sense, Arithmetic, Phi- 
losophy, Algebra and all other branches, are in my opinion as noth- 
ing in comparison to this. 

Make the children speak the language properly. Make them 
read well and I will venture to go bail for them that they will learn 
all else that shall fit them for being gentlemen and ladies, and 
scholars and good business men and women, when the time for 
those things comes. But let them read badly and pronounce 
wretchedly, and you never can elevate them above the rank of 
clowns, by any of your patent modes of teaching, or by any or by 
all your modern and patent sciences. I am an old fogy on this 
point. I want reading and speaking first, and science afterwards. 



Alphabetically speaking, a man should be afiectionate, bold, 
candid, daring, enterprising, faithful, grateful, honorable, inde- 
fatigable, just, kind, loving, moral, noble, obliging, polite, quick, 
religious, sociable, truthful, upright, valiant, watchful, exemplary 
and zealous. 



842 THE OHIO EBUGATIOKAL MONTLT. 



REFORM AND REFORMERS. 



BY EDWIN REGAL.* 



The average of mankind like less to be taught than tickled ; and 
however humiliating this truth may appear to the moral or intellec- 
tual teacher, pride of race should not prevent his recognition of it. 
Hence he who declines to run a much with some fancied grand 
two-edged sword of truth, and has wit enough to sugar-coat the 
bolus of regeneration, will find men, (childlike,) not only willing, 
but anxious to be cured. The demand of the spiritual doctor, 
" Down with it ! all the better for being nauseous," was, I sub- 
mit, with due respect to my methodical ancestors, a system of 
Popery as well as of quackery. 

I do not mean by this that truth is never unpalatable. The ex- 
perience of mankind teaches that in morals as in medicine the moxa 
is sometimes needed; that sometimes we must cauterize corrupted 
parts before we can cure. But experience again proves that man- 
kind are more easily inveigled than driven ; that human souls can 
be seduced to dance down the highway of perdition, when they 
could by no power, human or divine, be forced up the pathway of 
light. 

The truths of Morals are as unyielding as those of Science or 
Mathematics ; in one sense they may be said to be imperative in 
their demands. This view refers, however, not to our presentation 
or enforcement of truth, but to its own enforcement upon the indi- 
vidual soul. 

Nothing but a divinely authenticated commission can warrant any 
one in heaping denunciation and reproach upon his fellows by the. 
wholesale, because they hold what he may call a conservative posi- 
tion. 

Many reformers imagine themselves martyrs for humanity and 
the spirit of reform, when they are only defeated in self-willed 
projects, the offspring of enormous conceit. 

The motive prompting the advocate of radical change in human 
affairs should receive his most careful scrutiny. K disgust with 
men or measures ; if impatience of the seemingly narrow and well- 



*Prinoipal of the MoNeely Normal School. 



BBFORM ANB REFORMERS. 848 

trodden field of legitimate human efibrt ; if yanity in the posses- 
sion of some new view of truth ; if the ambition of becoming a 
leader of men instead of a patient follower of truth, actuate him 
he may well question the authenticity of his mission, lest, like 
Uzziah in Holy Writ who thought to stay the falling ark with a 
forbidden touch, he fall a victim to his own temerity. 

The Great Teacher illustrated by his life and teachings the spirit 
of the true reformer. So long as his hearers possessed any degree 
of sanity, the soft voice, the apt illustration, the gentle reproach, 
the compassionate appeal were all-powerful, to guide the erring, 
subdue the haughty, and comfort the unfortunate. 

Conservators may sin, as well as radical reformers. A Jewish 
Sanhedrim could not be more Pharisaical than is the Orthodox ; — 
of so straight a faith that he leans backward, and his sublime gaze 
is elevated above the wants of common mortals. Society holds 
the reformer strictly to account, and justly, too ; but is too well 
satisfied, herself, with the dictum that there is always a presump- 
tion in favor of existing systems, customs, and modes. The sin 
of old fogyum is in taking presumption for proof. 

Every true teacher is in some sense, if not in the current one, 
a reformer. The awful responsibility of the entire formation and 
direction of human character he does not have by virtue of his 
position as a teacher. • A thousand influences are at work at home,^ 
on the street, in the play ground as well as in the school room 
forming the character of the impressible child. Looks, tones,- 
words, and actions strike deep into the heart and influence the 
action of the child. Wicked as is the world and numerous as are 
the wiles of Satan, who will venture to say that the teacher need 
not be a reformer ? Not only is the intellect to be trained, and 
the " twig " " bent " aright, but the affections are to be drawn out 
and the whole life purified ere the teacher can say his work is 
done. 

Parents too often think their children need only instruction, and 
sometimes complain loudly that the teacher neglects his teaching 
to talk morals to his school. Some teachers, too, (may their 
shadows ever grow less,) think their whole duty done when they 
teach Arithmetic, etc., and keep a still school. The formation of 
true men and women, with generous impulses, of noble deportment 
and moral heroism seems to them a matter of small importance. 



S44 THE OHIO EDUCATIONAL MONTHLY. 

There is one consoling view which the teacher may and should 
take when comparing his labor with that of other reformers, for 
instance, the preacher of the Gospel. The one works with the 
plastic nature of childhood, easily moulded, and ever responsive 
to the touch of the master- workman ; the other must work chiefly 
on the hard heart, the indurated habits, and the uncurbed propen- 
sities of manhood. The teacher should rejoice that he possesses 
the opportunity, and should earnestly strive for the power of ep- 
nobling and purifying, as well as instructing humanity. 



Friday not an Unlucky Day. — Americans, at any rate, have 
no reason to be afraid of Friday. Mr. Timbs gives us this cata- 
logue of fortunate circumstances occurring on that day : " On 
Friday, August 31, 1492, Christopher Columbus sailed on his 
great voyage of discovery. On Friday, October 12, 1492, he dis- 
covered land. On Friday, January 4, 1492, he sailed on his re- 
turn to Spain, which if he had not reached in safety, the happy 
result would never have been known, which led to the settlement 
of this vast continent. On Friday, March 15, 1493, he arrived at 
Palos in safety. On Friday, November 22, 1493, he arrived at 
Hispaniola, on his second voyage to America. On Friday, June 
13, 1493, he, though unknown to himself, discovered the continent 
of America. On Friday, March 6, 1496, Henry VIII. of England 
gave to John Cabot his commission, which led to the discovery of 
North America. This is the first American State paper in Eng- 
land. On Friday, September 7, 1563, Melendez founded St. Au- 
gustine, the oldest town in the United States by more than forty 
years. On Friday, November 10, 1620, the Eay Flower^ with 
the Pilgrims, made the harbor of Provincetown ; and on the same 
day they signed the august compact, the forerunner of our pres- 
ent glorious constitution. On Friday, December 22, 1620, the 
Pilgrims made their final landing at Plymouth Rock. On Friday, 
February 22, George Washington, the father of American free- 
dom, was. born. On Friday, October 7, 1777, the surrender of 
Saratoga was made, which had such power and influence in in- 
ducing France to declare for our cause. On Friday, September 
22, 1780, the treason of Arnold was laid bare, which saved us 
from destruction. On Friday, October 20, 1781, the surrender of 
Torktown, the crowning glory of the American arms, occurred. 
On Friday, July 2, 1776, the motion in Congress was made by 
John Adams, seconded by Richard Henry Lee, that the United 
Colonies were, and of right ought to be, free and independent." 



HORACE MAKN — EARLY VICE. 345 

[From Lewis' GymnaBtic] 

Horace Mann. — The following letter from Mrs. Mann will 
meet with an affectionate welcome from all good people. While 
the hearts of all the true and Christian are oppressed with sad 
reflections and grief over the loss of that incomparable man, I 
shall attempt nothing eulogistic which might disturb the sacred- 
ness of our reminiscent contemplations, but will simply say, that 
his most precious thoughts on the subject of education will, from 
time to time, find a place in this journal. No man, so far as my 
reading enables me to judge, has spoken so well on the subject of 
Physical Education. To republish and diffuse far and wide his 
invaluable testimony on this important theme, had not a little to 
do with the establishment of this paper. I cannot read many of 
Mr. Mann's lectures without an irrrepressible desire to place them 
in the hands of the whole world. 

Mrs. Mann has kindly consented to furnish for the columns of 
this journal such unpublished papers from Mr. Mann's pen as 
might prove consonant with my general purposes. 

GoNCOBD, September 19, 1860. 

Dr. Lewis : Dear Sir — I am greatly interested in your proposed plan, and 
most heartily give you a God-speed, rhysical Education, as you know, is a sub- 
ject in which my husband was ever most deeply moved. Your system of train- 
ing is substantially the same as that he desired to introduce at Antioch College, 
but the beautiful social games which constitute so prominent a feature in your 
system, gives it a great advantage 

Immediately after the Commencement exercises of June, 1859, he said, "And 
now for the gymnasium." Three thousand dollars were necessary to erect the 
required building, and he said, " I will give a thousand dollars." He at once 
began a plan for the Gymnasium, but his illness prevented its completion. / 

It had been a cause of very deep regret with him ever since the opening of 
the College, that there were no funds to be devoted to Physical Education, which 
he esteemed as highly as you do, always saying that health was one of the foun- 
dations of good morals. 

He had also come to the conclusion that gymnastic exercises on the ordinary 
machinen' were injurious, or at least dangerous, and considered the free exer- 
cises of Ling an immense advance upon them. 

I am looking over his papers, and if I find any unpublished remarks upon 
this subject, Which I think would be useful to you, they shall be forwarded for 
your paper. Yours, with much respect, MARY MANN. 



w • 



Early Vice. — ^Lord Shaftesbury recently stated as the result 
of his personal investigation, that ^^ of all the adult male criminals 
in London, not two in a hundred who lived an honest life up to 
the age of 20, afterward enter upon a course of crime," and that 
^^ almost all who enter upon such a course, do so between the ages 
of 8 and 16." 



346 THE OHIO EDUCATIONAL MONTHLY. 




at^tmatical department* 



SOLUTIONS. 

No. 2. Mr. J. Goldrick, has sent the following results, which agree now with Mr. 
Morgan, n=68 274+, =f»50.98— , 3=40-746—. His oversight was of the 
same nature as in the solution of M. 0. S. in the June Number, but which was 
corrected in the September Number: 

Correction.— In the examiners' problem p 274, 338 should be 332. 

No. 13. Solution by A. P. Morgaa — Let x= required distance, then i/ z^-{-25 
^distance of the eye Irom foot to pedestal, and =|/x2-|_i56 25=distance of 
the eye from top of station. We then have >/a^+36 :>/x2-j-15625 :: 50 : 80, 
whence «=99.875. 

[This was also solved by James Goldrick] 

No. 14. Solution by M. 0. S. — Calling the face of the note 20 we determine, 
by a little reasoning, that the Banker gave 16 for it, and hence it was discounted 
for 2} years. If the note had been drawing interest its value was 23. Therefore 
his gain per cent for 2} years was 7-16 of 100 or 43f , or 17J for one year. 

[Goldrich gives a different result, possibly from his using true instead of 5an^ 
discount Morgan gives 43} per cent as his profit] 

2} of 2}—}. 

No. 15. By N. S. Werts.— Reduce to f 

li of 5}-J. 

N. B. The solutions of Nos. 10, 11 and 12 will be given next month. 

Send in more problems. Our contributors must blame the publishers for the 
many numerical mistakes that have occurred in this department, for I do not 
have an opportunity to correct the proof sheets. — EcL 



PRIZE PROBLEM. 

A tree 150 feet high, standing on a hill, breaks off, leaving the broken piece 
still attached to the remaining part; so that the top strikes 35 feet down the hill, 
and the horizontal distance from the foot of the tree to the broken piece is 20 
feet: where did the tree break ? 

[We have made this problem from a diagram sent us for solution by M Jud- 
son Vincent, of Summerfield, Mich. He says, " I will me to the one effecting 
the best, and happiest, solution a copy of * Brande's ISncycloposdiay a book 
worih $4.00. I am to be the jud^ of the solutions, and you may be the judge 
of what ones are worthy of a pubhcation to obtain said prize."] 

CoRRiCTioN. — Several correspondents have been trying to solve the problem 
about the mean value of the radms-rectors of an eclipse. The compositor hav- 
ing never heard of an ellipse^ but having probably seen an eclipse^ thought we 
were wrong in writing ellipse^ and for this reason we conjecture he made the 
change. We saw the mistake, but did not take the trouble to correct it, for we 
thought that our correspondents would notice the blunder by the nonsense of 
the problem. 



(B)iiiothl Seprtmtnt. 



BOOK NOTICES- 

A Note to Authors and Publishers. — 1. When works of intrinsic worth 
are sent us^ we will give them a brief, but fair notice in onr pages, and regard 
the books received as a value received — an equivalent for the service rendered. 
2.' AU school books and other works, which are or may be advertised in the Month- 
ly, though of no value to us, will receive due notice as soon as practicable after 
their receipt 3. School books and other works of no value to us, and which are 
not advertised in the Monthly^ we prefer not to receive, and can not notice. 

A Knowledge of Living Things, with the Laws of their Existence. By A N. 
Bell, A M., M. D. New York: Bailliere Brothers, 440 Broadway. 

This is a well written work upon a subject which is worthy of far more atten- 
tion than most people bestow upon it The illustrations are particularly neat 
and attractive. 

The Philosophy op Natural History. By John Ware, M. D. Boston; 
Brown k Taggard. 

We have had time but for a cursory examination for this work ; but we have 

formed so favorable an opinion of its character that we purpose to read it more 

carefully when we can command the time. 

The Teacher's Friend. By Orlando C. Brown. Cincinnati: Applegate k Go. 
We judge that this will prove a most valuable " Friend" to every " Teacher" 
who shall form its acquaintance. It is a treasure-house of suggestions which 
Teachers may employ for the instruction and delight of their pupils. It contains 
an appendix of forty pages, upon Calisthenic Exercises, by W. T. Ross, which 
alone is worth the cost of the book. 

English Composition. By James R. Boyd, A M. New York : A S. Barnes 
and Burr. 

Professor Boyd is extensively and favorably known as an author. Few men 

have done more for the cause of education. We are impressed with the opinion 

that this work on " Composition " will meet general acceptance: We know of 

no better work of the kind for " Academies and Schoola" 

Manuel op Geology. By Ebenezer Emmons. New York : A. S. Barnes k 

Burr. 

Very few men have acquired so just a fame as a Geologist as Professor Em- 
MONa For many years he was Professor of Natural History and Geology in 
Williams College. Subsequently he held the office of State Geologist of New 
York, and he now holds the same office in North CaroUna. This Manuel has 
been prepared with care, and is illustrated with numerous engravings. 



348 THE OHIO EDUCATIONAL MONTHLY. 

A Higher Abithmetic ; Embracing the Science of Numbers, and the Art of 
their Application. By A. Schuyler, A. M. , Principal of Seneca county Academy, 
and Professor elect of Mathematics in Baldwin University. New York: 
Sheldon & Co. Cleveland : Ingham & Bragg, 1860. 

It is not an hour since this work was laid on our tabla We have not read a 

word beyond the title paga But from our knowledge of the author we have 

confidence that it will take a frt)nt rank among Arithmetics. Bfr. Schuyler is 

a Mathematical genius, and, unlike most geniuses, he is abundantly supplied 

with common sense. This is no unimportant quality in an author of school 

books. 

Preston's Book-Kebpiho. A Treatise on Book-Keeping, by Double and Single 
Entry, etc. By Layman Preston. New York : Collins & Brother. 

This is a new edition, rewritten, of an old and well known work. Its charac- 
ter is too thoroughly understood, and its excellencies too generally appreciated to 
need fresh commendations. 

A Comprehensive DionoNARY of the English Language. By Joseph E. 
Worcester, LL. D. Revised with important Additions. Boston: Swan, 
Brewer & Tileston. Cleveland : Ingham & Bragg. 

This work comes to us with the autograph of the author. It was first pub- 
lished thirty years ago, and in this long interval it has received numerous revis- 
ions and improvements. For all ordinary uses, a Dictionary of the size of this, 
— 8vo. pp. 608 — ^is far more convenient than the " Unabridged" edition, which 
is about as much as a man can lift To those who persist in spelling traveler, 
and all that class of words, with two Is, we commend this well-printed Dictionary. 
On the whole, our own preference is on the side of Webster; but the opinion of 
the best scholars in Ohio seems to be about equally divided between the rival 
works. 

For every reason but onCy we desire the coming of the Millennium, when uni- 
versal peace shall prevail We are apprehensive that when wars shall cease, 
and the publishers of Webster and Worcester " will lie down together," (instead 
of lying separately,) our advertising patronage will fall ofi! But the signs 
of the times threaten no immediate danger. We are confident that these gen- 
tlemen will promote their own interests by continuing their "irrepressible con- 
flict" on the fair pages of our prosperous Monthly. 

Hand-Book of Universal Literature. By Anne C. Lynch Botta. New 
York : Derby & Jackson. 

The gifted authoress has laid the reading public under no slight obligations 

by furnishing this convenient Hand-Book of the literature of all ages, nations 

and languages. It is a key to the vast store-houses of the learning of the world. 

Those who have time for but a limited examination of "universal literature," will 

find this work of great advantage, while those who wish to take a more extended 

course of reading, will be directed in the way by this guide. 

Posts and Poetry of the West: with Biographical and Critical Notices. By 
W. T. CoggeshalL Columbus: FoUett, Foster & Co. 

The volume before us — sumptuous in purple half-morocco and gilded crest — 

a portly, handsome, well-proportioned volume of nearly seven hundred pages — 

is the fruit of a zeal and diligence, which we cannot too highly praise. Mr. 



BOOK KOTICES. 349 

Goggeshall has performed his arduons task well — evoking an actual, palpable 
presence of Western poetry oat of a chaos of old newspapers, magazines, for- 
gotten first-books, and dormant manuscripts. He has given a local habitation 
and a name to many a harmless song, and has done a vast deal in personal his- 
tory, that shall be valuable hereafter. It is hard to touch at once the very 
worth of this book. One hundred and fifty poets (belonging to Ohio, Ken- 
tucky, Indiana, Michigan, Iowa, Wisconsin, Illinois, Minnesota and Kansas,) 
are represented — and the gamut of verse firom the notes of genius to the breath- 
ings of the mere poetaster, is run. For, " it has been the intention of the edi- 
tor," he tells us, ''to include in this collection every person legitimately belong- 
ing to the west, who has gained recognition as a writer of reputable verse." The 
range is a very wide one; but the selections, keeping this fact in view, are ad- 
mirable. A better book (speaking after the cold blooded critical manner,) could 
have been made by leaving out half the writers included; but it would not have 
been a representative book, nor so valuable and interesting to all kinds of people. 
It has been fiiU of pleasant and proud surprises to us, — in the number of fa- 
miliar and beautiftil poems we have encountered in it — and it will be so to all 
who read it. Teachers will find it an excellent work from which to read practi- 
cal selections to their pupils; and we suggest it to them. Every educated per- 
son should have a copy of it 

The book is sold only by subscription. 

The City of the Great King; Or Jerusalem as it was, as it is, akd'as it 
IS TO BE. By J. T. Barclay, M D., Missionary to Jerusalem. 

Palestine, Past and Present; With Biblical, Literary and Scientific Notices. 
By Rev. Henry S. Osbom, A. M, Professor Natural Science in Roanoke Col- 
lege, etc. 

Plants op the Holt Land, with their Fruits and Flowers. Beautifully 
illustrated by original drawings, colored from Nature. By Rev. Henry S. 
Osbom. 

Hadji In Syria. By Sarah Barclay Johnson. 

New Map of Palestine; and Seven Miles around Jerusalem. Both by Rev. 
H. S. Osbom. Jerusalem and its Environs. By Dr. J. T. Barclay. 

The above works are published by James Challen & Son, Philadelphia. More 
valuable and attractive books are seldom found. 

" The City of the Great King" we have had in our library for more than a 
year. We have read it through, and referred to it since oflener than to any 
other religious book, except the Bibla The author has resided in Jerusalem for 
many years, and possesses ample qualification for such a work 

'' Palestine Past and Present," is a noble contribution to our knowledge of the 
Holy Land. Both of these works are well illustrated by maps and numerous 
engravings. 

*^The Hadji" is a smaller work, but one that will repay perusal 

" The Plants" is one of the most attractive and instructive books that we 
have met in a long time. Nothing could be more beautiful than the colored 
engravings of the aloe, almond, pomegranate, mandrake, hyssop and other 
plants named in the Bible 



n 



850 THE OHIO XDUOATIONAL MONTHLY. 

All these works we earnesilj commend. Especially do we wish that thej 
might be possessed by every Teacher in Sunday Schools. The Maps will be 
foand exceedingly oseful to all who care to understand the topography of Jeraaa- 
lem and Palestine. 

From the same house we have received ** Wilson's History of the Conquest of 
Mexico^" a very able work which conflicts with many of the ideas of Prescott: 
"Histoiy of Independence Hall," full of historic and patriotic incidents of deep 
interest: "Old Macknaw," a work which every Western man will be likely to 
finish if he but begins reading it : "A Man/' which we have not yet read, bat 
which a friend assures us is worth reading: and "The Cave of Machpelah and 
other Poems," by James Challen, — a gem of poesy. 

All Challen's publications are admirably printed and bound, and their prices 
are reasonabla 



NOTES AND NOTICES. 

The senior editor of the Monthly has been absent most of the time for the 
past month, and the junior has been either absent or ill during the same time. 
Hence the absence of our usual amount of editorial matter. Our December 
number shall make good the deficiencies of its predecessor. 

Since the middle of July the School Commissioner has much of the time been 
in attendance on Teachers' Institutes, and filling other official engagements in 
various parts of the State. He will spend the present week in Carroll and 
Columbiana counties. Most of the balance of the year must be devoted to the 
preparation of his annual report to the General Assembly. 

Afier the present number of the Monthly^ it will be sent to no paper which 
does not come to us in return. As ours is a new enterprise we have wished to 
make it known throughout the State, and have hitherto sent it to many papers 
which have not yet extended to us the courtesy of an exchange. But the Monthly 
no longer needs to ask an acknowledgment of its existence. Certain papers 
in Cincinnati are likely to keep the world informed that we "still live," and our 
circulation is increasing as rapidly as we have ever dared to hope. The Monthly 
is now ten months old, and it begins to feel itself able to "run alone" and take 
care of itself generally. But "pride goeth before destruction," and as we have 
no desire to meet so dire a fate, we shall so far humble ourselves as to consent to 
exchange with the Commercial^ and its like; imitating the spirit of the man who 
when elected Corporal in the militia, still allowed his children to play with other 
juveniles, just as though nothing had happened 

We learn from friend Holbrook that he is receiving applications for teachers 
from all parts of the West The "Normal Methods" have made his teachers so 
successful that he can not furnish enough of them. 

Teachers, who are out of employment, or who are working on half^pay, better 
go and train awhile at the Normal 



OUB ADVERTISING PAGES. 851 

The Teachers of Belmont Coanty will hold an Institate in Morristown on the 
24th of December. It will continue one week. A large attendance is ex- 
pected. W. R. PUGH, Sec'y. 

We hope all oar old subscribers wiU remit for the coming year before the 15th 
of December. We will issue our January number about the 20th of December. 



OUR ADVERTISING PAGES. 

Readers of the Monthly^ where else can advertisements be found so worthy of 
your attention as those which we present to you every month? In amount &ey 
exceed those of any of our editorial exchanges; while their quality is as much 
superior to all others as Bancroft's History is to the Patent Medicine Almanacs 
which all druggists are glad of a chance to give away. Publishers are a pro- 
verbially sharp race of men; and they know just where it will pay to advertise 
works of genuine merit Hence the liberal patronage which they give the 
Monthly. It is safe to conclude that any book which is not advertised in our 
pages is not worth inquiring after. 

In particular, see the new advertisements in our present number. G. k G. 
Merriam are still anxious that we all should " Get the Best" Dictionary. Eighteen 
years ago we were present at the funeral of Noah Webster, in whose Spelling 
Book we had, eighteen years before, learned our *^abs." He left his Dictionary 
to be perfected by Prof Goodrich, who last year departed to the better land. 
These righteous men are dead and gone, but their great work is in a fair way to 
live as long as did the first of all the Noahs, — nine hundred and fifty years. 
So may it be. ■ 

J. H Riley k T. C. Bowles teU us all about standard school booka Read and 
reflect on what those "wide-awakes" say on the subject They are meeting suc- 
cess in their new enterprise. 

Collins k Brother tell what they can do in the way of History, Philosophy and 
Book-Keeping. 

F. C. Brownell advertises books and articles which are necei^sities with every 
Teacher. Do not fail to read what they have to say on the subject 

J. R Lippincott remind us of old times, when we were learning " how the 
land lies." We used one of the early editions of the Geography they advertise. 
It was then a good work, and it has been made better since. It is written by 
one of the renowned family of SMITH ; and when a Smith undertakes to do a 
thing, why, he just goes and does it; that's all 

Bead the description of the stitch made by Wheeler k Wilson's Sewing Ma- 
chine. It-is interesting as a scientific curiosity, and as one of the most valuable 
inventions ever made for home use. Messrs. Wm. Sumner & Co., of Cincinnati, 
are the Western agents for this machine, and have lately taken the premium for 
it at the State Fairs of Ohio and Kentucky, and at Missouri, National and St 
Louia Fairs, &c. 



4BffinHl department. 



CIRCULAR TO COUNTY AUDITORS. 

Officb op State School Comhibsionsr, \ 
Columbus, 0., October 28, 1860. J 

Oentlemeti: — Although there jet remain fifteen days before the time when the 
school law requires that your reports should be sent to this office, twelve of the 
eighty-eight have already been received. 1 am thereby encouraged to hope that 
the balance will come in due time. You learned from my report of last vear 
that nearly one-half of the Auditors were greatly behind time in furnisLing 
their reports, and that great inconvenience was thereby occasioned. My report 
was not printed until February; and many were the complaints which members 
of the General Assembly made respecting so long a delay. Acting under the 
advice of many of the members of the Assembly, and in accordance with my 
own judgment, I have determined that my report this year shall not be delayed 
beyond me time fixed by law. I can do this even though all the county reports 
should not be in until the 15th of November. This is granting ten days* grace, 
and beyond that time there can be no delay. If Delaware county could send 
its report on the 13th inst, and eleven other counties durin? the ten intervening 
days, I can imagine no good reason why any other county mould fail to forward 
its report within the time mentioned. 

But my particular purpose in addressing you at this time is to suggest the 
necessity that all reports this year be full and reliable. Of the twelve already 
received, four have been returned on account of their deficiencies. Several 
townships were not reported at all; and some others were greatly defectiva I 
trust that you will be able to secure such returns from your respective Boards of 
Education as the law requires. 

You will apree with me when I say that the whole system of reporting better 
be abandoned, than that the State should annually be at a heavy expense in 
publishing returns wliich do not fairly exhibit the operations of our school sys- 
tem. 

It is an easy matter for each Board to make to you the returns required by 
law. They have only to fill out the blanks which have been furnished them by 
the State through you. This is a very simple and easy duty, and there can be 
no just excuse for neglecting to perform it When men have accepted office 
under our school system, and assumed the control of educational matters 
throughout their districts, it is not too much to expect of them obedience to the 
laws which they have sworn to execute. Seven years have passed since the 
enactment of our school law, and if full reports can not now be had, token may 
they be expected ? 

It is my opinion that it is high time that the penalty which the law provides 
should be applied in all cases of gross official neglect; — that the Boards should 
understand that henceforth their districts will have no share of the public school 
funds, unless their reports are duly rendered. Please see "Ohio School Laws," 
DTX 157-8-9, in answer to question 19. 
^^ Yours truly, ANSON SMYTH, 

School Commissioner. 



THE 

OHIO • 



EDUCATIONAL MONTHLY. 



DECEMBER, 1860. 



Old Seiiei Vol. 9, Ho 12. Hew Series, Vol. 1, Ho. 12* 



y "WILL IT PAT?'' 

BY JOHN HANCOCK. * 

In the hour of the Savior's agony, a great wail is fabled to 
have been heard, — ^the cry, " Great Pan is 'dead! " In the same 
hour the oracles ceased, the heathen temples began to be deserted;^ 
and their altars to fall into decay, the first fruits of that total ; 
change that was in store for humanily. It is said t^e charactei • 
of a people is determined by that of the Divinity they worshipb . 
Instead of the poetical polytheism of the ancients, a largo portion ; 
of our people have substituted a ¥nde-reaching monotheism. In 
the place of Brahma, Osiris, Jupiter, Juno, Minerva^ and Thor, 
they have set up the mighty, practical god of Trade ; and him 
they worship with more than an eastern devotion. In his service 
their thoughts and lives are spent. They have but one standard, 
sure and constant, by which they measure aU things. Whether it 
be the poet's loftiest song, or the painter^s most exquisite delinea- 
tions of beauty, acts of heroism or moral greatness, each must at 
last be brought to the test — ^Will it pay 7 And if an affirmative 
answer can not be given in regard to tm undertaking, it is regard* 
ed as chimerical, and is abandoned aa unworthy further thought. 
No need to settle the moral bearings of a question ; will it pay ? 
fixes that. True, some impracticable sort of geniuses (and we 

* Principal of First Intermediate Sohool, Cineinnftti. 



354 THB OHIO SDUOATIONAL MONTHLY. 

fear the world will always contain such) who are imbaed with a 
greater regard for Bible morals and Hamiltonian logic than for 
the god Trade, have, to the intense disgust of our solid men, a 
waj — and a very foolish way the solid men deem it-— of inquiring, 
before they embark in any new enterprise, whether it is right. 
These solid men— sagacious political economists that they are — 
can't see why all these things are not left to be regulated by the 
laws of trade. Their moral juggling often puts to shame the leg- 
erdemain of the famous Houdin. So great is their faith in their 
god, that they deem it not impossible to elect a President of the 
Republic, by a kind of stock-broking operation. 

Our public school system, like everything else, is put to the 
same paying test ; and we shall not be surprised to find it grayely 
proposed one of these days, to submit the preaching of the Gos- 
pel to the same dollar and cent rule. We feel assured, that could 
both be demonstrated, to the satisfaction of all, to possess eminei^ 
paying qualities, they would be gladly received. 

Paying to different men has a different signification. To our 
solid men, and those who would like to be considered solid, whose 
ideas go nosing along the filthy channels of trade, it means bul- 
lion ; while men of more liberal minds, can easily see how a thing 
may pay very richly, and yet not have a dollar in it. It is not 
difficult to conceive that a man's life may be spent in the accumu- 
lation of pelf, and yet be a very contemptible failure after alL 
He who permits his business to be the sole care of his existence, 
might quite as well never have lived at all ; and he ought to ask 
pardon of his fellow-men for having done so. 

There are to be found in every community certain specimens of 
humanity, who to a high degree of self-complacency, superadd a 
mania for tearing down. No institution, however valuable, ever 
quite comes up to. their exact notions of things ; and they are al- 
ways quite ready to astonish the world by showing how much bet- 
ter they could have done it. Our schools afford an inviting ob- 
ject for their attacks, and for the exhibition of a profound wisdom 
«nd an ^^ inexorable logic." They profess to see in our education- 
4d system something fearfully <iangerous, — something, which, by 
its rapidly growing influence^ is likely soon to overtop all other 
of our institutions. Ghranting this, (and we suspect it is true), 
what is there so terrible in it, l^at there should be such a buckling 



WILL IT PAT ? 856 

on of the armor of argument, and such a brandishing of rhetori- 
cal weapons? 

Objectors seem to look upon our school system as imposed upon 
the people (by that natural enemy of ignorant legislators and as- 
tute editors, the schoolmaster, we suppose !), forgetting that it is 
the creature of popular wiU, growing out of the necessities of the 
people, and entirely under their control. In wisdom we believe 
it to have been established, and thus far perfected, and an essen- 
tial to our form of government. 

We can easily see why it should be opposed by demagogues and 
charlatans, whose ingenious operations must always fail in an en- 
lightened community ; but why men of culture and honesty and 
some show of common sense, should oppose it, is something inex- 
plicable ; especially when they can offer in its stead, nothing less 
absurd than the leaving of the whole matter to the benevolence 
and enterprise of those wealthy and public spirited individuals, 
without heirs, who, we are informed, have, of late, been sorely re- 
stricted in the yearnings of their bowels, in being deprived of an 
outlet for their charity. Yet this plan — ^if such it can be called 
— ^foolish as it may seem to those not versed in the profound 
depths of editorial logic, has been urged by one of our daily pa- 
pers of some ability and circulation, which, at stated intervals, is 
delivered (through much travail, we doubt not,) of a leader on the 
short-comings of our public schools. 

It is easy for those who acknowledge no governing rule of ac- 
tion except the laws of trade to sneer at the schools of the peo- 
ple, and at the wise and good men, by whose disinterested and 
persevering labors they have been established ; and their cost may 
be paraded in a formidable array of figures, yet will our people 
stand by their schools. The names of Guilford and Lewis will be 
remembered with gratitude, long after the opposers and detractors 
of public instruction have gone to the dust. 

His must be a base nature, who, once having tasted the sweets 
of knowledge, is willing to. return to the wallow of ignorance. 
Such would well deserve to be a slave. But it is not in the blood 
of the free Anglo-American to do it. His every step of progress 
has been marked by a school house — ^it is the type of his civiliza- 
tion. 

Our form of government is entirely fitted for a successful trial 



856 THE OHIO EDUCATIONAL MONTHLY. 

of universal education. Goyernments to any extent despotic, may 
^ well dread the enlightenment of the masses of the people. Not 
so with ours. The wider spread our knowledge, the stronger our 
government becomes. Is it not something, too, worth working 
for, to so educate a State that its every citizen shall stand erect in 
a noble manhood, a reason-governed creature ? Would it not pay ? 
In all other countries the poor man is shut out by the almost in- 
surmountable barriers of caste and prejudice, from all hopes of 
ever bettering his condition. Here, with the education the State 
bestows, he feels the peer of any man ; and though he may be 
without a dollar, he dares look the world square in the face, and 
to stake his solid brain against the solid man's gold, with a fair 
prospect, by probity and eaergy, of winning. 

Give us free scho "jIs, and, for our own part, we have no fear of 
the ultimate result. The god Trade will be found, one of these 
days, lying at length. An intelligent brain brings all material 
things into subjection. Wealth may vaunt itself, and claim ex- 
clusive privileges, but they will never be conceded by thinking 
men. Henceforward it will become more and more common to es- 
timate men for what they are, and not for what they have. Pre- 
tension can only flourish among an ignorant and undisceming 
people. 

It is in accordance with the spirit of Christianity that all men 
should enjoy equal privileges ; and he who contributes to shut out 
the blessed light of knowledge from a single human soul, does a 
foul wrong to that Spirit. 

Cultivation, the elevation of the soul from out debasing habits 
and instincts, to the sphere of refined thoughts and tastes, is the 
only sure method of reform ; all other methods must be evanes- 
cent and die with the special occasions that called them forth. 

We are too apt, of late, to undervalue the importance of intel- 
lectual culture as a means of moral and religious excellence. To 
our mind, an intelligent judgment is the only one that is worth 
much, or will prove permanent. The conduct ^f the man who 
neither understands the depths nor relations of great moral truths, 
must of necessity be as varying as the narrow prejudices upon 
which it is too often founded. We are willing to concede much to 
natural goodness of heart, and to the efficacy of appeals to the 



WILL IT PAY V 857 

emotional nature, but we must confess that the instances that have 
presented themselves to our experience, in which the ignorant 
have proved wise and liberal in their Christian views and duties, 
have not been numerous. They may prove themselves sufficient 
for the ordinary conduct of life, but any extraordinary temptation 
is almost sure to prove too much for their powers of resistance. 
In fact, mental and moral growth are so intimately connected that 
it is impossible to define their exact boundaries. Of this we may 
be assured, a generous intellectual culture cannot fail to exercise 
a mighty influence on all the emotions of the soul. 

But no School System proposes to stop short with the education 
of the intellect. It allots to itself the additional work of the 
highest moral instruction, founded on the great cardinal principles 
of the Christian faith. This our own system is intended to ac<- 
complish. Is there anything in it that calls for opposition ? Is 
it not, on the contrary, an object that ought to secure the hearty 
co-operation of all lovers of the race ? 

We may assert again, what has so often been said before ; the 
advocates of a public school system wage no war with private ed- 
ucational institutions, but desire to work in harmony with them. 
The public schools propose to do what the private schools leave 
undone, to do it well, and at vastly less expense. In fact to make 
that which, in all previous ages of the world, has been a luxury 
only attainable by the rich, so common, that the meanest citizen 
of the Republic may possess it in a gelherous abundance. We be- 
lieve it will pay, and we mean to accomplish it. 

No means under high Heaven have ever yet been devised by 
which the whole people can be educated but by a public school 
system, and wo do not believe there ever will be. The question 
resolves itself at last into this : Shall we have public schools, or 
shall we have ignorance ? 

Labor lies at the foundation of the prosperity of every State ; 
and the protection and instruction of the worker should be the 
great interest. Serfdom is passing away, and nothing can prevent 
its extinction. The public school in educating every man, makes 
a slave an impossible thing. Those who carp at our public schools, 
are no friends to the laborer. It has been even asserted that ig- 
norance is the laborer's normal condition, and adds to the com- 
forts of his position. If workingmen are willing to accept this, 



858 THE onia educational montlt. 

the place of hewers of wood and drawers of water ought to be 
their perpetual inheritance. We suspect public education has al- 
ready done too much of its work to permit a return to that condi- 
tion of society, in which the thinking was done by one class, and 
the labor by another. We think the time is drawing near, when 
muscle shall no longer be divorced from intellect, but the stroqg 
right arm of labor shall be directed by thought. 

We hare been threatened with an open crusade against our 
whole school system. If this discussion is again to be opened up y 
we are prepared for it, with no fear as to the people's verdict. 
Every effort that has thus far been made to shake the confidence 
of the public in our schools, has only the more firmly rooted them 
in the people^s heart. Every year adds to the improbability of 
the overturn of this most benificent feature of modq*n civilization. 
It is the light risen in darkness, towards which the eyes of the 
poor are turned in hope. Where is the power in this land of uni- 
versal suffrage, that dare extinguish this light ? 



THE TRUE TEACHER— HIS LABORS— HIS RESPONSI- 
BILITIES. * 

In whatever pursuit we are, either by inclination or circum- 
stances, engaged, it is essential that that pursuit be the object of 
our special attention, special care. It is our duty to labor to ex- 
tend our knowledge for the improvement of our judgment, and 
to try by every possible means within the range of our capabili- 
ties or acquirements, to raise the standard of our vocation, and to 
perfect ourselves for utility in its requirements. Our profession 
is the highest in the scale of importance ; it involves matters not 
only of time but of eternity itself. The great end to be attained 
is, the elevation of the immortal mind. If we do not, in some 
measure, effect this, all else will prove valueless — ^worse than val- 
ueless. 

The teacher's profession is one in which vast moral and intel- 
lectual considerations are involved. The first tho't which strikes 
us as deeply significant, is expressed in one of the three precepts, 

* ThiB pftper was prepared and read, bj appointment, at a recent meeting of 
the Greene County Teacher's Association. It has been forwarded to us for pub- 
lication without the knowledge of the writer — a ladj teacher; and we deem it 
worthy of preservation in the pages of the Monthly, 



THE TRUB TBAOHEK. 859 

which ap ancient philosopher affirmed should be consecrated in gold- 
en letters — " Know thysblp." While self-knowledge does not in- 
crease our natural capacities, it will enable us to guide and regu- 
late them ; and will direct us in their use and application. He 
who has not a proper understanding of himself, is wholly incapa- 
ble of understanding others. The teacher must possess a knowl- 
edge of his own needs, his own infirmities ; then he must earnestly 
and judiciously supply the former, and overcome the latter. The 
reason of this is as obvious as requisite. How can he correct 
faults in others which he himself commits ? He who does not 
know himself, has no self-control ; he who cannot govern himself, 
has no moral right to assume the responsibility of governing those 
who must needs look to him for counsel — ^for direction. Again, 
he must know wherein his strength lies ; wherein he can render 
himself most useful in his profession. He must understand the 
nature and extent of his influence, and whether it is productive of 
good or evil. 

In the first impressions of the child, is formed the germ of all 
virtues, all vices. The child, when its nature is in the highest de- 
gree susceptible, is placed in the teacher's hands. )Vho, when he 
reflects upon this weighty responsibility, can say that he is equal 
to the task ? We have not merely cold intellect to strengthen, but 
the gushing sympathies from young and tender hearts are to be 
properly directed — ^properly cultivated. The bud from whence 
the unfolding of mental and moral beauty is seen, is consigned to 
the teacher's care. He is the ^' key-note around which all the 
harmonies of the child's soul array themselves ;" and the bud will 
be lovely in its development, or deformed and hideous. This 
question presents itself to our minds fraught with a significancy 
extending beyond all time :•— 4o we, as teachers, realise the res- 
ponsibility devolving upon us in this our high calling ? Do we 
reflect, when viewing the subject in a general sense, that the ma- 
jority of the population of our country is confided to our direc- 
tion ? Let us give due weight to these important, (I had almost 
said) startling truths* Let us remember, when we go forth, we 
lay the molding hand of destiny; — ^when the day is done, a 
deathless impress has been left upon the hearts of oxir pupils. 
Not a chord is touched but vibrates in eternity. Solemn thought ! 



360 THB OHIO BDUOATIONAL MONTHLY. 

" Shoald not each error strike ns as they p«88 — 
Portentous as the written wall which struck, 
O'er midnight bowls, the proud Assyrian pale?" 

Every teacher nvill bear testimony to this truth, that the profes- 
sion is one replete with anxieties — ^replete with cares : — ^is one 
which is not generally understood — generally appreciated. It 
should ever be borne in mind, that " He who is born, is listed — 
life is war." He who is firm in purpose, will bravely meet its 
conflicts ; and will go forth from the battle field bearing upon his 
brow the laurels of victory, nobly won. For our encouragement, 
let us remember that the clouds ^rhich darken the teacher's hori- 
zon, are destined to the oblivious wave. Ignorance must yield to 
the rapid development of light and knowledge. What if the 
shafts drawn from the quiver of prejudice occasionally pierce our 
hearts ? The happy consciousness resulting from the faithful dis- 
charge of our duties, abstracted from the world's applause, will 
prove an ample reward. The true teacher will surmount all diffi- 
culties ; his march will be onward. He will place his standard of 
moral and intellectual excellence high, and, despite all obstacles, 
he will attain to it. In the darkest hour the sunshine in his heart 
will irradiate, the hearts of his pupite. Like the oak, he will firm- 
ly brook the rude tempest's blasts. The storm past — he, like the 
noble forest tree, will have gained strength in resisting the war- 
ring elements. Life is not all sunshine, nor all shadow. Since 
this is the case, we must philosophically take its sorrows and joys 
as a whole, meekly submitting when clouds darken our pathway, 
and grateful when tranquility pervades our hearts. 

'^ That there is sunshine outside every fog 
I question not; 'neath every quaking bog 
Firm land is somewhere to be found, I grant= 
Nay, superimposed on beds of adamant ; 
But how to gain the tip-top, how the base, 
Is just the difficulty in etiker case, — 
Meantime tlie hindrance we must quit or face." 

Is it not true that gall is ever " mingled with our wine of life ? " 

Every joy has its sorrow, every sweet its bitter, every pleasure its 

pain. This conclusion is evident in the moral as in the natural 

world. Let us go forth into the field. We see the rose robed in 

loveliness. Our souls are wrapt in admiration as we behold the 

delicate hue of its petals, the symmetry which characterizes its 

graceful proportions, but while admiring, we discover beneath its 
foliage a thorn concealed. 



THB TRUE TEAGHBB. 361 

Every cliild has a God-gi^en right to the harmoiiious develop- 
ment of his moral, intellectual, and physical powers. Each day's 
experience in the school room, teaches us, that many noble quali- 
ties are lost for want of proper training ; that many virtues are 
choked by the numberless weeds which are suffered to spring up 
among them ; many are rendered useless for want of proper de- 
velopment. 

"Ah! who can tell the triumph of a mind, 
By truth illumined and bj taste refined." 

In our labors we need the ardor, the perseverance, the hopeful- 
ness, which characterised the man who launched his frail bark 
upon the before unexplored waters for a world beyond. 

"Who but Ae undaunted could explore 
A world of waves, a sea without a shore, 
Trackless and vast and wild as that revealed 
When round the Ark the birds of tempest wheeled." 

The mind will exist undimmed throughout a never ending eterni- 
ty. With this impressive truth before us, shall we not labor pa- 
tiently, hopefully, and perseveringly so to train the youth, that 
the result shall tell for weal rather than woe ? Were there noth- 
ing required of us, beyond the mere storing of the mind with facts 
and principles contained in text books, our labors would be com- 
paratively trifling. A wise writer has said that " the exaltation 
of talent, as it is called, above virtue and religion, is the curse of 
the age. Knowledge without the principle which renders it good, 
is a dangerous power. Talent is worshipped ; but if divorced 
from rectitude, it will prove more a demon than a god ! " To the 
reflecting raind there is a fun'd of thought in these words ; to the 
philanthropic heart a field of labor is opened ; to the teacher, the 
responsibility resting upon him is made impressively manifest. 
The nature and capacity of the student to be operated upon, must 
be carefully studied ; must be understood. By this means alone, 
can the teacher be guided in ascertaining the character of the 
forces to be employed, and their modes of application. The phi- 
losophy of intellect is a comprehensive study, but as far as possi- 
ble every instructor should render himself familiar with its vast 
teachings. Every task assigned should have in view a definite 
object ; should be wisely designed and wisely adapted to the de- 
velopment of some faculty ; and more than this, to that particular 
faculty which has been most neglected, hence needs the chiefest 



862 THB OHIO BDUOATIONAL MONTHLY. 

attention. It is not enough l^at we place before our pupils bar- 
ren and lifeless truths. Something must be done to rouse the soul 
to action, to enkindle the latent spark. The child must be taught 
to think for himself; to exercise the noble faculties Infinite Wis- 
dom has bestowed. Truths must be presented upon the stalks 
from which thej sprung. These must be draped in luxurious fol- 
iage, disclosing to the earnest eye clustering fruits temptingly dis- 
played. ^^ The gates that steel exclude, resistless eloquence shall 
enter.** 

Much is said, much is written, upon the methods of teaching ; 
we can only add that that method which approaches nearest inves- 
tigation, approaches nearest perfection. Good pictures must be 
presented in a favorable light, or their perfections will not be ob- 
served, not be appreciated. In the morning of life, the senses 
are tender ; the whole soul is awake in every part ; the gloss of 
novelty is fresh upon all objects. The seed then sown, wiU yield 
a rich harvest of virtue, or prove a sprinkling of tares among wheat. 
The child is prone to belief, rather than incredulity ; his sympa- 
thies are readily enlisted ; his opinions are formed without the in- 
tervention of reason. Bas sympathies should be wisely directed. 
Wholesome truths should be indelibly stamped upon every tablet 
of his heart There is one thought we should not forget. As 
our knowledge increases, we grow more fastidious in regard to our 
intellectual aliment. Many things which once claimed our highest 
admiration, with increase of knowledge grow less attractive, and 
finally become distasteful. The inference is apparent, and it is 
well worthy our serious thought. 

In reading, a few days ago, we were deeply impressed with the 
following words : " There is no purer joy to a scholar, and a 
man of virtue, than to contribute by his exertions in qualifying 
youths for the office of skillful professors. This pleasure is hight- 
ened, if he acts from motives of gratitude, to repay in some meas- 
ure the benefits he himself has received." Do our actions and 
motives correspond with this commendable, this ennobling senti- 
ment ? True glory springs from the motives which inspire it to 
action, not from the action itself. " Motives are everything ! '' 
Higher still in the scale of thought, this idea should be kept in 
view : — Knowledge, instead of being the end to be attained, is 
only the means to a noble end. The child should be taught that 



EXTRACTS FBOM THE BIABY OF A SCHOOL EXAMINES. 868 

he has an importance about him because he is a human being ; is 
is endowed with reasoning faculties, and has an immortal soul. 

Does anj one ask, how are all these theories to be reduced to 
practice? We answer — ^not by resting supinely on our oars. 
There is work to be done. Great excellence is ever the result of 
great labor. 

Xenia, October, 1860. 



EXTRACTS FROM THE DIARY OF A SCHOOL EX- 
AMINER. 

No. II. 

JVot;., 1854. As usual at our November examinations, we had 
a large class to-day ; composed principally of students from the 
public and private schools in our vicinity. Evidently, very few 
have pursued a thorough, systematic course of study. Most have 
dropped in during the past fall term — some with the earnest pur- 
pose of laying a firm foundation upon which to rear a substantial 
intellectual superstructure: or to retouch the fading images of 
things half learned long ago — ^to confirm what before was doubt- 
ful, or to capture some truant notions that have been playing 
^^ hide and seek " with them for years ; and others again to add a 
Uttle to their slender stock of knowledge that they may just 
squeeze through the door of examination into a schoolroom. 

The bona fide students seemed to have little confidence in them- 
selves at first, and blushed and stammered as though they stood 
before some " awful presence." As the day wore on and question 
after question had been asked and answered, their trust in their 
own powers began to gain strength, and ere the day closed they 
had entirely recovered their self-possession, and surrendered their 
papers with a smile of joy and triumph. They had studied prin- 
ciples — ^had furnished their memories with demonstrated truths — 
and with these at command they found no serious difficulties to 
overcome when put to the severest tests. 

The second class have passed a day full of trouble and vexa- 
tion. Our questions were arranged to test their reasoning powers, 
not their memories ; and as most of this class had studied rules 
only, they made blundering work of it. Vexed beyond endurance, 



364 THB OHIO EDUCATIONAL MONTHLY. 

some indeed threw down their pens and left in disgust. They 
" never heard of such an examination. Ain't the ride enough ? " 
These poor fellows belieye the world is a sphere because Peter 
Parley says so — ^will believe ic a cube or a pyramid should that 
erudite old gentleman intimate to that effect in his next edition. 
They never meddle with universal truths or demonstrations ; con- 
sequently, never advance. As words and phrases not constantly 
and habitually used are soon forgotten, their rules slip from their 
memories, and they are forced to spend much time in " reviewing 
their studies " or be numbered among the rejected. I trust this 
day's experience has taught them a lesson. 

Of the third class we had an average'^umber — mostly hopeless 
cases — ^from the dull, sleepy drone who commenced yawning ere 
six lines were written, to the squirming spitfire whose brain is a 
seething foam of undigested little-or-nothings, and whose speech is 
as voluble and meaningless as the chatter of a parrot. Were not 
most of these too dull to understand and the rest too conceited to 
appreciate their real condition, they would no longer annoy us at 
our monthly meetings. The dull ones have capacity, it is true, 
but they need waking up : need to be boxed and cuffed abotit by 
trials and adversities. They should emigrate to a land of frequent 
earthquakes — ^no ordinary course of nature will ever arouse them. 
The lively ones have activity enough and to spare, joined to a 
species of energy, but they need toning down. A sojourn for a 
brace of years in the land of the Lotus Eaters, where 

^ All round the coast the langaid air doth swoon, 
Breathing like one that hatn a weary dream," 

might, possibly, reduce them to a state of incipient sanity. In 
this climate their crude conceits are in a continual froth and bub- 
ble : they adopt, without consideration, every new theory : half 
try the latest recommended experiment ; but never come within 
ear-shot of a sharply-defined, well-proportioned idea. Several, 
however, havo managed to reach our standard of qualifications 
and produced good vouchers for their moral characters. With 
slight misgivings we have granted them certificates. One, Mr. 
Jehu Kett, I have ^' marked down " as a representative of the 
class, and shall hereafter pay some attention to his movements. ^ 
Mar. 1855. Met Col. Spuhler this afternoon, and inquired 
how young Kett succeeded with his school. The Col. is one of 



EXTRACTS PBOM THB DIARY OF A SCHOOL EXAMINER. 865 

your old-fashioned people, and sometimes comes down savagely 
on the wayward doings of Young America. Said he, ^^ He's a 
lively, good-natured fellow enough — ^but he seems to me to lack 
substance. It may be it's because I'm an old fogy, but I declare 
I can't see the use of all his new-fangled ways. Why, bless ye, 
you can hear his scholars reciting jography to the tune of ^ Old 
Dan Tucker ' a mile off. And then it's been rant and tear about 
among the young folks all winter : Kett first and foremost in all 
their tom-foolery. The scholars all seem to like him, but I can't 
see that they have lamed anything but to sing jography, and hol- 
ler and thrash around — agoing through what they call gumnastics 
—ever since he came among us. He's a great brag, too, and a 
humbug, I doubt. Why on airth don't you — — " My worthy old 
friend was getting warmed up— -so I made a plausible excuse for 
haste, and hurried away. Glancing over my shoulder, I could see 
him gesticulating to a crowd his excited manner had drawn to- 
gether. It is clear that he does not '' appreciate " Kett. 

Feb., 1856. Yesterday was a clear, cold, bright day. Con- 
cluded to take a walk on the well-beaten snow-path into the coun- 
try, and pay a long promised visit to the school of my erratic 
friend Kett. As I approached his schoolroom the hum of busi- 
ness which came through the cracks and broken windows seemed 
somewhat louder than that ordinarily issuing from similar institu- 
tions. Was not surprised at this, for rumors had reached me that 
he was this winter riding the hobby of " moral suasion." There 
was a comparative silence for a few minutes after I entered, but 
seeing nothing particularly attractive about me the young rogues 
resumed their interrupted employment — ^fun and mischief. The 
ceiling 6f the room at once attracted my attention. Could not at 
first divine the cause of its rough, knobbed appearance, but a 
whizz past my right ear and a thud on the wall behind me unrav- 
eled the mystery. * * * * He 

I much question whether Ketf s school ever will or can be dup- 
licated : it is inimitable. All day long I sat patiently watching 
his fruitless attempts to bring order out of the chaos of confusion, 
or striving to catch a word or so of the recitations during the lulls 
of the general din. " The internals of a man seek and obtain a 
developement in externals," writes a wise philosopher, and had I 
any doubts of its truth yesterday's observations would have re- 



366 THB OHIO EDUCATIONAL MONTHLY^ 

moved them. The absence of a controlling, directing^ disciplined 
will was painfully manifest everywhere. System there was none, 
excepting some abortive attempts at classification — ^which werf 
failnres because the teacher had no conception of their use. The 
*' largest liberty " seemed to prevail, for each one wrote, read, 
whispered, talked, ate, threw paper wads, or ran out of doors, 
seemingly under no other control than that of the whim of the 
moment. I shall not attempt to describe Sett's method of in- 
struction, for it baffles all description : its results can be readily 
conjectured. The reading, however, was so irresistibly ludricouB 
that it entirely upset my gravity, and I took a long, hearty laugh, 
accompanied by the school in full chorus. Those who have heard 
the editorial philosopher with the old, white overcoat, read in his 
characteristic style one of his characteristic lectures have heard 
somediing akin to it. Through the first half of each sentence the 
rate was gradually increased, the key slightly raised. Sufficient 
momentum having been obtained, every one came in on the ^'home 
stretch " of the last half out of breath and in double quick time. 
If a long sentence there was a breathing spell at about two-thirds 
of the way through : after which the reader rushed on again, 
dashing by rhetorical pauses and punctuation points without a 
bow or nod even of recognition. 

Much to my relief the business of the day was at last finished, 
and with whoop and hurrah the merry urchins tumbled out of the 
room. Kett apologized for their rudeness by saying ^^ They be- 
have pretty well generally-^but always wiU take liberties when 
visitors are present ; " and then proposed to harness up ^'Sparkle" 
and drive me to town. I thoughtlessly assented, but soon had 
good cause to repent — ^for before vfe had driven a hundred rods 
Sparkle gave a kick and then a plunge : sheered from the beaten 
track : spilled me into a fence comer half buried in a snow bank : 
from which I emerged, with bruised head and dislocated ankle, in 
time to see him dash off with Kett and the sleigh at a round gal- 
lop. Farmer Dobson drove along soon afterwards : to whom I 
explained the cause of my bloody face and lame leg, and was 
kindly taken in an^ brought home. On our way we passed Kett 
standing beside the dUjeeta membra of his demolished sleigh, pun- 
ishing Sparkle most unmercifully with the butt end of his whip. 

" Why don't you try moral auasion on him, Kett ? " asked Dob- 
son, with a sly wink at me. 



EXTRACTS niOM THB DIARY OF A SCHOOL EXAMINER. 867 

A fragment of the sleigh thrown after ns was the only answer. 

** Horse and owner well matched/' quietl j remarked Dobson. 

Stretched out on a sofa, with my lame ankle resting on a 

onshion, I am not in the best humor to-day. What I write in this 
uncomfortable position must be taken cum grano salis, and may 
hereafter require reyision : but I must say I have condemned my- 
self again and again this morning for being accessory to Ihe intro- 
duction of any member ^ the Kett family into the schools of our 
county. Looking back through many years of educational experi- 
ence, I can now see clearly the baleful influence they exert when 
ever they meddle with any educational interest. Constantly opi the 
lookout for something new, whenever a radical change in old meth- 
ods of instruction is recommended, they are the first to apply the 
test. Not being gifted with a large amount of common sense, the 
experiment fails in their hands, of course ; and the public who care 
more for results than processes, condemn the recommended reform 
because of their failure to demonstrate its importance. The merit 
alone of concert geography has saved it from condemnation : the 
Ketts did all they could to bring it into disrepute by their noisy 
attempts to teach geography and almost everything else in con- 
cert. It will take many years, in this region at least, to remove 
a strong popular prejudice against phonetics and phonography. : 
-die Ketts have patronized them so long that it now requires some 
nerve to affirm they are not humbugs. That vocal gymnastics 
have not been condemned already can be explained only open the 
hypothesis that well-prepared teachers forestalled public opinion 
in their favor before the Ketts mounted the hobby. The infliction 
of corporal punishment has been reduced almost to its minimum 
amount, not because the Ketts have advocated and attempted to 
practice '^ moral suasion,'^ but because men full of enthusiasm and 
actuated by noble motives have taken charge of our best schools 
and removed the necessity for its infliction by substituting, as far 
as practicable, self-respect and love of learning in its stead. 

The Ketts are by no means partial to the teachers' profession. 
Their views and tastes are very catholic : representatives of the 
family being found engaged in all known occupations. How 
thickly their shattered wrecks lie strewn along the lee-shore of 
every commercial panic. How glibly their tongues wag when 
mounted oh some political stump they essay to enlighten the ^^dear 



868 THE OHIO EDUCATIONAL MONTHLY. 

people." With what assurance thej parade their forged recom- 
mendations of the sovereign virtues of ^ Rett's Concentrated Ex- 
tract of Moonshine.'' The wonderful generalizations of Newton 
and Laplace, the time-honored beliefs of the great and good, are 
^ thrust aside by them to make room for the new discovery of the 
^' concatenation of harmonic forces/' and the new doctrine of ^'in- 
tuitive perception of spiri%ial entities." Mounted on the editori- 
al tripod ^but I forbear. 

Mar.j 1856. Hobbled out of doors to-day for the first time since 
that unlucky accident. Begin to think it was a '^ providential vis- 
tation " for ever dreaming that one of the Ketts could manage a 
school. Could not attend our last month's examination, but wrote 
to my colleagues that on mature reflection I considered it my duty 
to protest against issuing any more certificates to members of that 
family. 

EXPRESSION.* 

It has been frequently remarked by intelligent travelers in this 
country from abroad, in no carping nor unfriendly sense, that 
Americans, with all their acknowledged intelligence, are not gifted 
in conversation; that, even in circles confessedly distinguished 
for intellectual ability and claiming to be polished, conversation 
was apt to abound in expressions by no means refined, frequently 
inaccurate, and would sometimes degenerate into the use of slang 
phrases and common by-words. I know that the fault-finder is 
seldom honored ; and that, of all modes for achieving notoriety, 
fault-finding requires the least talent ; yet, when thus arrai^ed 
at the bar of criticism, and sitting in sober judgment on ourselves, 
we must, I think, plead guilty to this charge. And the mitigating 
circumstance surely can not be found in the lack of knowledge to 
communicate, or thoughts to express ; but in the almost universal 
lack of an adequate training of the faculties of expression. 

Possibly it may be suggested that, in our communications, if 
the thought be just and tne information correct, the form of ex- 
pression is of little consequence. To some extent and in a certain 
sense this may be true ; but in an educational sense it can not be 
admitted. Our aim, in education, is to make the faculties sym- 
metrical, to develop the whole man, to arouse and strengthen, to 
qdicken and refine, all the slumbering possibilities of his being ; 
and to neglect the training of the faculties of expression while 

* From ili« recent Report of Hon. I. J. AUen, Soperintendent of Schools in 
Cineinn»ii; 



EXPRESSION. 869 

filling the mind with ideas, is to stifle the growth of thought. For, 
as the waters of the lake that has no outlet, though supplied bj 
streams from mountain springs, inevitably become brackish and 
bitter, bo the mind that is not accustomed to commuuicate, though 
abundantly supplied, inevitably becomes repulsive and misanthrop- 
ic. Hoards of wealth the miser may accumulate, and yet there 
is no pauperism so complete as his to whom disbursement is ago- 
ny; 80, too, with him whose intellect may be, indeed, enriched 
with untold treasures of knowledge, but, if without the power of 
appropriate expression, that wealth of accumulation is but little 
better than the barrenness of pauperism ; for, without that 
power knowledge itself is not power. As the golden ore may be 
pure, but it is the stamp and dye of the mint that jrive it comeli- 
ness and currency, so, too, the thought may be loity, the senti- 
ment just, the doctrine true, but it is the attractive forms of ex- 
pression, as embodying beauty and power, that commend them to 
the acceptance of other minds and enable them to carry convic- 
tion there. It should not be overlooked, in schemes of education, 
that language, even more than the mere intellectual processes of 
reasoning, distinguishes man from the brute, and establishes him 
in the high prerogative of his humanity, i. e., his likeness unto 
Deity. To cultivate this humanizing gift, the gift by which the 
race is united, and the last man is to be linked in a recognized re- 
lation to the first, to train it so that in its use truth shall be cloth- 
ed with power and sentiment arrayed in beauty, is then, certainly, 
no mean function in the office of education. For, it is to instruct 
in the art of expressing thought, that never dies, with that fitness 
of speech that becomes thereby itself immortal : it is to place 
within the mind's grasp an attainment commended by the Holy 
Record iu its own most beautiful illustration, when declaring that 
" words fitly spoken are like apples of gold in pictures of sUver.** 
Feeline convinced in my own mind that the subject is one of 
immense importance in our educational plans, and that the defici- 
ency in this regard is almost universal, I have felt constrained 
thus earnestly to commend the matter to the discreet considera- 
ation of your Board in behalf of our own Schools. Without ad- 
ding any new element or additional topic to the course of study, 
the specification alluded to is doubtless sufficient for any forms of 
application that may be requisite. The modes of instruction will 
form, perhaps, the greatest difficulty. As it must be without text- 
book, many Teachers will feel embarrassed in devising suitable 
and systematic modes of practice for the school-room. JBut I am 
confident that the difficulties will vanish before a cheerful effort, 
'aided by the suggestions and co-operation of those to whom they 
are entitled to look for aid and counsel. Our present lessons in 
definitions and word- writing, being continued, would form a part 



870 THE OHIO EDUCATIONAL MONTHLY. 

of this instraction ; indeed, as at present conducted, these consti- 
tute almost all that is done as '^ lessons in the use of language/' 
But it is obvious to any one conversant with the recitations that 
the definitions used are not always comprehended by the pupils 
who give them ; yet the answer is to be received as sufficient. 
Dictation lessons, too, are confined to single words, unconnected 
by thought or meaning ; and the exercise is received as perfect 
when the orthography is found correct. All this is well ; but why 
not extend these dictation exercises, beyond the writing of isolat- 
ed words, into phrases and sentences, of some appropriate mean- 
ing? For orthography it would certainly serve as well, and I 
think, better than simple isolated wor^s ; and would, at the same 
time, stimulate thought, and beget an interest in the exercise that 
writing an unconnected list of words could never produce. This 
would make it, in truth, a ^ lesson in the use of language ' as a 
medium of communicating thought — ^not merely an unmeaning vo- 
cabulary of terms ; and the difference between them, as to the in- 
terest in the minds of pupils, would be as great as between writing 
from a pleasant narrative, or the dictionary. 

These exercises wotdd, moreover, serve to lend to the work of 
the pupils that variety that the mind of childhood so universally 
craves, and in which school-work is often most sadly deficient ; 
and would tend to enliven the continual ' rule and figure- work ' 
that now so greatly predominates, and which, because of being 
the prolific parent of per eentages at examinations^ is usually 
cherished as a favorite among Teachers. 



Severe Mental Contest in Hughes High School. — ^A prize 
was offered to the C class of the Hughes High School for the per- 
son who would find the lowest product of numbers in the follow- 
ing manner : One multiplied by two, that product by three, that 
product by four, and so on. That the operation might be entirely 
mental, no one was allowed to have any assistance whatever fronoi 
any person ; they were not allowed to tell any one how high they 
had carried the multiplication, or what the result was ; neither 
were they allowed to prove their operations until all had passed 
their papers, with the result on them, to the teacher. 

The class having assembled and become satisfied that Edward 
C. Phillips had not violated any of the conditions, he was declared 
the victor, having carried the operation to the number of twenty- 
eight. The product contained twenty-nine figures. More than 
half the class carried the products along so that their last multi- 
plier was twenty. One girl raised it to twenty-six. Quite a num- 
ber reached twenty-two, twenty-three and twenty-five. 

Charles E. Wood carried the operation to thirty-six, but on trial 



MATHEMATICAL DEPARTMENT. 871 

it was found that two or three of his figures were wrong. His 
product contained forty figures. The class, however, immediately 
voted him a prize equal in value to the first, which was Shaks- 
peare's complete works, bound in Turkey morocco, gilt.-CVn. Presi. 

A Hint to Parents and Teachers. — The foUo^ng anecdote 
contains a very suggestive hint to parents and teachers, and to 
masters, too, who are sometimes impatient and unreasonable in 
their dealings with children and youth : 

Dr. Arnold, when at Laleham, once lost all patience with a dull 
scholar, when the pupil looked up in his face and said : ^^ Why do 

?ou speak angrily, sir ? Indeed, I am doing the best I can." 
'ears after, the Doctor used to tell this story to his own children, 
and say : ^' I never felt so ashamed of myself in my life. That 
look and that speech I have never forgotten. — Ohio Statesman. 




Ht|ematical §tpBrtment« 



SOLUTIONS. 

Ka 10 (July No.) will be left for farther consideration. Bat one eolation has 

as yet been sent in, and that in Bucb a form that we do not sajfflciently onder- 

standi! 
No. 11. Solution by J. Goldrick. — ^Each man's gain, in parts of his stock, is 

to his stock, as his time in years, is to the longest period, 4 years; hence A's 

l^ain is 4-4 of his stock, B's } of his, Crs2-4 of his, and D^s | of his stock ; then 

A's amount $1,296 -^ 8-4 = $648 his stock ; Fs amount $931 -4- 7-4= $532 his 

stock; Cs amount $642-^-6-4=$428 his stock; andD's $79-!-|=$316 his stock. 

Na 12. — Solution by J. Goldrick.— His journeys round the post form an arith- 

metieal series— the first term is equivalent to a circle the diameter of which is 

225 yards (that is 113X2 — 1) and circumference 706 97-118 yards, and the la$i 

term a circle the diameter of which is 1 yard and circumference 3 16-113 yards, 

and the common difiPerence 3 16-113 yards. The sum is 40,115 yards, tha an- 
swer required. 

[This solution is not correct, since the path described is not a saccession of cir- 

camferances, but the involute of a circle. The problem belongs to Caiauhia or 

FlueniSy and a sc^ution gives the following rale for the distance passed ihroagh 

by the end of a string when anwoond from a cylinder: — Divide the sqwvre of the 

length of the tiring by the diameter of the cylinder. 

We showed in the Ind, School Jowmal several years ago, when editing the 

Mathematical Department in it, that a general solution by arithmetical series 

gives the same result The coincidence is remarkable; showing that a solution 

snch as given by Mr. Goldrick gives a correct resolt, although based upon fiJse 
premiBe&— J^] 

CoBRBCTioK.— In the last No., p. 346, for =m50.98— read m=50.98 — , and 
for 3=30-746— read t=40.746— . 



€tixtnpnUntt, 



Office of Sufeiuhtbndkvt of Pubuc iHSTRUcnov, 'i 

Madison, Wisconsin, Nov. 6, 1860. j 
An. iiiwofi Smythy Ck>mmi$ti(m€r of Sehoob of OAio, 

Dear Sib : I was not able to see yon last summer as I designed doing. Will 
yon &vor me with yonr opinion npon the following questions ? — 

1. Would the cause of Popular Education be better advanced by a Goanty 
than a Town Superintendency r 

2. Would a system of Graded Certificates be of any advantage in securing 
better Teachers ? 

3. What amendment have you to offer to the Ohio Township Libraiy Law, 
which would render it less liable to objection ? (I regret very much the action 
of your last Legislature upon this matter.) 

I am about proposing to our Legislature some change in the matter of School 
Supervision, and would be greatly obliged to you for any suggestions you may 
see fit to make. 

I trust you will not deem me intrusive in endeavoring to avail myself of your 
experien ce, a s the cause we advocate is a common cause. 
With sentiments of esteem, I am, Sir, 

Your Obd't Servant, 

J. L PICKARD, 
State Sup't Pub. Inst Wisconsin. 



Office of State School Oonmissioner, ) 
Columbus, 0., Nov. 12th, 1860. J 
Son. J. L, Pkkard, 8taU SupH of Pttb, InttrueUon, MadUon, WU. 

Dear Sir: Yours of the 6th inst has been received. 
I hoped to see you here last summer, as you proposed. It has long been my 
opinion that the cause of education would be promoted by a conference of the 
Superintendents of the difierent States. A comparison of views and ideas upon 
Tarious questions of interest, could hardly fiiil to be beneficial in its influence. 
The experience and knowledge of all would become the possession of each j and 
practice would more nearly approach uniformity. 

I have feared, however, that such a meeting is impracticable. Judging the 
engagements of others by my own, I conclude that our time is so exclusively de- 
manded at home, that we have little time for anything beyond the per form ance 
of the duties which our States lay upon us. Especially at this season of the 
year, when most of us are engaged in securing returns firom counties and in the 
preparation of our annual reports, such a meeting could not be held. Should 
you and others deem it advisable that such a gathering be attempted next sum- 
mer, I will do all that I can to secure attendance from all our States. Should 
such a convention be decided upon, I think that no more central point than this 
city could be selected. Most heartily would you and the gentlemen represent- 
ing the other States be welcomed here. 
To your inquiries permit me briefly to reply as follows : 
1. If you will refer to my Report for the year 1858, pp 82-93 inclusive, yon 
will find my opinion upon the subject expressed at length. I have believed that 



C0BBE8P0NDENGE. 873 

there are certain difficulties in the way of Connty Snperintendence which have 
induced me to disconrage the creation of this office in Ohia Oar law makes it 
optional with om* Boards of Education to appoint Acting Managers, or not, 
as thej may jndge proper. Sach appointments have been made in but few 
casea All over our State there is felt the necessity for a more efficient local 
supervision. It has been proposed to lay upon our County Boards of Examin- 
ers additional supervisory duties. Please see my Report for 1869, pp 51-52. 

It is my opinion that a large minority of the active friends of education in this 
State are coming to the conclusion that it would be well to test the usefulness of 
the office of County Superintendent I have no doubt that in many respects 
such an office would be greatly. advantageous to all educational interests; and 

it may be that I have overestimated the importance of my objections to its cre- 
atioa 

2. I am decidedly of the opinion that TeacJiers* Certificaita should in some 

way be graded. In this State they are graded by the length of time for which 
they are drawn ; two years being the limit of the highest grade. 

3. The only amendment which I have to offer to our Library Xaw, (which 
at present is no law, having been repealed last winter, as you are aware,) is that 
the Commissioner should be required to submit his selection of books and his 
contracts for their supply, to some appropriate advisory committee for their ap- 
proval. This committee might consist of our Governor and certain other State 
officers, or of such other gentlemen as our General Assembly might designate. 
During the two years that the law has been in operation since I have held the 
office of Commissioner, the selection of books has been made with the advice 
and assistance of competent gentlemen, and the contracts for their supply have 

been awarded to the lowest biddera 

It is not my intention to recommend to our General Assembly the re^nact- 
ment of our Library Law, in any form. Yours truly, 

ANSON SMYTH. 

GRAMMAR IN RHYME. 

(1) Three little words you often see 
Are Articles — a, an and the, 

(2) A Noun 's the name of any thing, 
As school or garden^ hoop or swing, 

(3) Adjectives tell the kind of noun. 

As greatf small, pretty , white or brown. 

(4) Instead of nouns the Pronouns stand,. 
Her head, his face, your arm, my hand. 

(5) Verbs tell of something to be done, 

To read, count, sing, laugh jump or run. 

(6) How things are done, the Adverbs tell. 
As slowly^ quickly, ill or well 

(7) Conjunctions join the words together, 
As men and women, wind or weather. 

(8) The Preposition stands before 

A noun, as in or through a door. 

(9) The Interjection shows surprise, 
Am oh I how pretty; ah I how wise. 

The whole are called nine parts of speech. 
Which reading, writing, speaking teach. 



dBbitorixI Stpsrtmtnt. 



Gonra to Ain> fro dt tbb ulbth. No. 2. — St. OLAiiWYiUiB is a fine old 
town, fiur up among the hills of Belmont. And Beile Mont, or Montee, is 
a most appropriate name for this eonnty. The hills are innumerable, and 
as beantiftil as numerous. The soil is of excellent quality, and for tlie 
most part, well cultiTated. Goings from the dead-level region of Central 
Ohio to Belmont, Jefferson, Harrison and the neighboring counties, one is 
strongly impressed with the superior attractiyeness of a land of hills and 
Talleys, to one of unvarying flatness. 

St. Olairsville has long been distinguished as the residence of some of 
the most prominent men in the State, such as the Kennons, Ex-Qovemor 
Shannon and Judge Peck. The Institute held there was conducted chiefly 
by President Andrews of Gambler. Beader, did you ever hear Lorin An- 
drews talk to a company of young Teachers ? If you have, I need not tell 
y6n the way he has of doing it. If you have not, I can not tell you. 
Spend a day with him, and you will no longer inquire the secret of his great 
popularity with those who know him. 

The Institute was not numerously attended, but it embraced Teachers of 
excellent quality. Mr. W. B. Pugh, Superintendent of the St. Olairsville 
schools, is a most energetic and devoted friend and promoter of the good 
cause. One young woman was present who had engaged a school in a rural 
sub-district at a salary of $36 per month. Another was soon to leave for 
Tennessee, expectiug a salary of $600 per annum. Both these Teachers I 
had met the previous month at the Hopedale Institute. They have spared 
no pains to qualify themselves for their business, and are therefore able to 
command respectable salaries. And they are an example to our young 
Teachers. They have enjoyed no superior advantages ; have never been 
abroad to attend Seminaries or other schools of high grade. But they have 
made the most of such opportunfties as have been within their reach. 

BucTRus. — Since a former visit to this town, three years ago, great im- 
provements have there been made. It evidently is destined to become one 
of the finest villages in Ohio. 

The Public Schools are under the charge of Mr. Miller, and are in excel- 
lent condition. He is assisted by an efficient corps of Teachers. We have 
seldom met Teachers who better understand and perform their duties than 
does Mrs. Scroggs of the High School. 

Some of the public-spirited citizens of Bucyrus, wishing to secure better 
facilities for the education of Teachers for that portion of the State, have 
established what they call the '* Ohio State Normal School." They have 
obtained commodious rooms and employed Mr. Bangs and Miss Hattie An- 
gel as Teachers. Mr. Bangs is from the State of New York, and has a 
high reputation as an educator. About sixty pupils are in attendance, and 
the school promises to be successful. It is expected that tuition fees will 



EDITORIAL DBPARTMSNT. 875 

pay all expenses; bat to provide a fnnd '' to fall back upon/' sixteen gentle, 
men have contributed $100 each. The only thing that looks particnlarly 
dark in regard to edacational matters in Bacyms is the fact that but one or 
two copies of the Monthly are there taken. That's deplorable I 

AsBLAKD AND Savankah. — We left the Pittsburg and Fort Wayne road 
at Mansfield for Ashland, traveling in a very slow coach. From Ashland 
to Bavannah we made the journey in the same old fashio|ied way. From 
Savannah to New London on the 0. C, & 0. road, we went with a first rate 
horse and baggy, generously furnished by our good friend, Dr. John Ingram. 
It was oar first visit to Ashland county. The country is as beautiful as 
could be desired, and the people, so far as we became acquainted, are of the 
right stamp. 

The Ashland Schools are under the superintendence of Mr. S. M. Bar 
ber, who fills well the plaoe formerly held by Messrs. John Lynch and Lor* 
in Andrews. When we were there, the schools were somewhat interrupted 
by the preparations which were going on for warming the rooms by a fur- 
nace ; still, everything there showed that Mr. Barber is a workman that need 
not be ashamed. Not only as a'Teacher, but as a public-spirited citisen, 
his influence tells on the progress and welfare of the community. 

During the months of July and August last, an Academy of Music was 
for eight weeks held in Ashland. So marked was its success that it has 
been determined to make it a permanent "institution,'' to beheld during 
the months named each year. The Ashlanders are eloquent and enthusias- 
tic upon this subject. They think that there never was, not even in the 
days of Hem an and Jeduthan, such singing as thrilled their own pleasant 
village. 

At Savannah there is an Academy, of which Mr. Elial Bice is the tfbcom- 
plished and successful Principal. He is assisted by Misses Foster and Bice 
from the Mt. Holyoke Seminary. We did not see the school in session, but 
if one half of what we heard said in its praise is true — and we have no 
reason to doubt it— a better school of the kind never blessed any community. 

Savannah is one of the few points in Ohio where an old-fashioned Acade- 
my can be prosperously maintained. There is no village for many miles 
around, and consequeutly a public High School can not be established. The 
farmers in all that region are in thriving circumstances. They wish their 
older children to enjoy opportunities for education superior to those fur- 
nished by the common sub-district schools. The Academy meets this ne- 
cessity, and is doing an excellent work. The evening which we spent there 
was one of exciting and pleasant interest to the people in that village " and 
the territory adjacent thereto." A festival was held for the benefit of the 
Academy. Addresses, masic and a bountiful supper, kept a large crowd in 
the best of spirits from "early candle light" until midnight. They thought 
it about the best time that they, or any body else had ever known. In fact, 
they doubted whether its equal would ever again be known on eartb. Oor 
own opinion is that it was a very proper and joyous occasion. If ever the 
thing shall be repeated, may we be there to see. 



876 THE OHIO EDUCATIONAL MONTHLT. 

New Richmond is aitaated on the Ohio riyer, twenty miles above Cincin- 
nati. Our ''voyage" on the Bostona No. 2, was exceedingly pleasant. 
They had jost completed a very good school honse, and the evening of its 
dedication was a memorable occasion to those qniet villagers. " The flag of 
onr Union " prondly floated from the pinnacle of that temple of learning. 
The hoase was beantifnlly illominated, a star candle having been appropri- 
ated to each pan^. That best of all mnsic, singiag by children, was abun- 
dant. After ooe long address there were a half score of brief but animat- 
ed speeches by citizens, and they had a good time generally. They have 
the right spirit in regard to schools in New Richmond, an efficient Board of 
EdacatioB, and an earnest corps of Teachers. The Saperintendent is Mr. 
J. W. Mahan. Among his assistants are two graduates from Mt. Holyoke. 

With thanks to the family of Dr. Jackson for a break&st before daylight, 
in the grey of the frosty morning we found onrself the only passenger in 
the hnge omnibns, bonnd for the Queen City. 

SiDNKT is the Shelby connty-town. In all Northwestern Ohio there is not 
a more beantifnl site for a village. It is not on hills, like Mt. Pleasant, nor 
on a plain, like London. But it lies in a valley, with hills of moderate 
hight rising aronnd it on every side. Neat cottages dot these hillsides, and 
the aspect of the village and its surroundings are exceedingly attractive. 

We were aware that the Sidney school building was large and convenient, 
but we were not expecting to find it one of the very best in the State. 
But such it is. In its external show, in its internal plan and arrangements, 
*and in all its appointments, it is a model house. It is a credit, a crowning 
honor to the Sidney people to erect such a building, and maintain in it 
schools as good as our best. 

Mr. \f, H. Schuyler has for the past year been the Superintendent of the 
Schools. One fact we regretted, — ^the number in the High School was very 
small. There were many boys in the streets who, it seemed to us, should 
be In that school. The school needs them, and they need the school. 

Wapakonvtta is a small town, and educational operations are necessarily 
on a limited scale. The schoolbouse is arranged for three schools, and they 
have three excellent Teachers, of whom Mr. Richardson is Principal. Mr. 
R. is a young man from Massachusetts, and a more wide-awake Yankee, a 
more zealous Teacher, or a more generous and whole-hearted fellow we ex- 
pect never to meet. 

Wapakonetta is the residence of the Hon. John Walkup, who, when a 
member of the legislature in 1853-4, did as much as any other man to save 
our school law from the hands of destroyers ; and the Hon. G. W. An- 
drews, who now is, and for four years has been a most efficient supporter of 
onr educational system in our General Assembly. 

St. Mabvs is justly proud of the unusually good schools which bless that 
pleasant little town. We had no expectation of finding, away in those 
woods on the western line of Auglaize County, first class schools. But 
such they are. They have a very respectable school house, containing five 
full schools, with one hundred youth in the High Department ; a majority of 



BDITOKIAL DEPARTMENT. 877 

whom are eighteen years of age, or over. If any of them are non-resident 
pnpils, coming in from the region round abont, some of them to prepare for 
the work of teaching. In this way the school becomes a great blessing to all 
the townships aronnd. 

The Superintendent of these schools is Mr. J. Fairbanks, formerly of 
Massachnsetts. He is emphatically the right man in the right place. If 
the Bay State has more school managers like Mr. Fairbanks, we beg her to 
send them straight to Ohio. 

We acknowledge obligations to Hon. E. M. Phelps for attentions, while 
we were in St. Marys. 

Carrolltok, in Carroll County, is a good place when once yon reach it, 
but it is a hard day's work to go there from Columbus, or from any where 
else. 

We were to leave at 3:55 a. v. The fear of " sleeping over '* preyented 
our sleeping more than ten minutes at a time. A score of half-burnt 
matches testified to as many wakings-up. It was a chilly morning, but our 
car was heated up to an excruciating point, which, with a seyere headache 
was adapted to inspire us with great satisfaction with things in general and 
official enjoyments in particular. At 6:40 we reached Coshocton, where 
breakfast and the morning StcUe JoumcU made " the winter of our discon- 
tent glorious summer." (We do not make this quotation because the at- 
mosphere of the car was iu the least wintry. Far from it. We do it sim- 
ply out of kind feelings toward the author — William Shakspeare, and to 
bring him into notice.) 

We left the- cars at Bower's Station, some thirty miles west of Stenben- 
yOle, and twelve miles south of Carrollton. We inquired if there was a 
hack running to Carrollton. ** Nary hack," responded a haggard youth who 
bestrided a salt barrel and replenished his sweet mouth with a fresh quid . 
Any livery stable 7 '* Never heard of none." Can I get any one to take 
me to Carrollton ? '* Shouldn't wonder if you couldn't. " Are there no 
teams to be had in the neighborhood ! ** Bill Jones is got a span, but he's 
drawing dirt on the dam to-day." The station-master told us of a farmer 
over the hill, who kept a horse, and might be induced to help us on our jour, 
ney. We trudged over the muddy road to the farm-house. The farmer 
was away in the woods, chopping. His wife *' allowed that he had right 
smart of work to do," but she would " send Mary Jane to fetch him." The 
old fanner soon made his appearance, and after due reflection gave answer 
as follows : *' I'll give old Skip a gallon of oats, and you, mother, make us 
a cup of tea, while I change my clothes." 

It was eleven o'clock when we got under way for Carrollton. The far- 
mer was a homespun character, but a shrewd and good man ; and a very 
social time we had together for about four hours. One of his sons had 
graduated from College and was in the Theological Seminary at Allegheny. 
Two others were teaching school, and two daughters taught last summer. 

But such a country as we were in, and such a road as we went over I 



378 THE OHIO EDUCATIONAL H017THLT. 

HillBand stones, stones and hills I It was "a very hard road to tray el.' 
It required almost four hours for *' Skip " to go twelve miles. 

Carrollton is the residence of many worthy and intelligent citizens, but 
in school matters they haye little of which to boast They have now no 
public school in session, and haye never had graded schools. Mr. M'Goy 
has a very good private school, which the youth attend; and their unclassi- 
fied schools will soon commence for the winter. Gen. Eckley, Judge Tripp 
and other gentlemen have advocated the estabiishment of graded schools, 
but so far they have been voted down by the opposition. 

New Lisbov— how was it to be reached from Carrollton ? There were 
two ways. One, by railroad, 10 miles to Oneida; thence by anothei' road to 
Bayard ; thence by the G. t P. road to Alliance ; thence by the;,Pitt8burg 
road to Salem ; thence by hack, 10 miles, to New Lisbon. To this route 
we had serious objections ; and the weightiest of them all lay against the 
first ten miles. The road has so gone to decay that the iron horse can no 
longer operate it, and a horse of fiesh has been substituted. But one train 
goes out of Carrollton per day, and that leaves at 3 ▲. x., and is three hours 
making ten miles ! To be called up at that time of night to ride after a 
spavined horse, led by a barefooted cripple, the cowcatcher placed behind 
the passenger car to keep cattle from running over the train, — ^well, we con- 
cluded to try the alternative way. For five dollars we were taken by " the 
overland route," twenty-five miles, in a comfortable buggy ; leaving C. at 7 
▲. M., and reaching New Lisbon at 12 x. The country reminded us of the 
Irishman's description — " You don't get half way up one hill before you 
begin to go down another." 

New Lisbon is a pleasant old town, with a population distinguished for 
intelligence. The Institute was a real mass meeting ; nearly two hundred 
of the Columbiana Teachers were in attendance ; and a more intelligent 
and wholesome looking company of young men and women we have never 
met. Mr. D. Anderson, Superintendent of the N. L. Schools, presided. 
Mr. Leggett of Zanesville was the leading instructor. Rev. Alex. Clark of 
Philadelphia, editor of that gem of a paper, the School Visitor^ lectured 
on Elocution, and H. U. Johnson on Geography. The Institute was one of 
the most pleasant and prosperous that we have ever met. The people of 
« the town manifested their interest by largely attending the evening lectures. 
Not less than seven hundred were present on Wednesday evening. 

On our return we spent an hour at Salem. Their splendid school build- 
ing is approaching completion. It is to cost but $15,000, but will be worth 
more than some which cost double that amount. We have no fear for the 
success of the Salem schools so long as they are managed by Bobert Mc 
Millen. 



A Bio Mistaki; A Breois Fall.— For several years, Edward H.^Allen, 
Superintendent of the Chillicothe Schools, was held in high esteem by a 
very large circle of friends. No young man in Ohio had a fairer fame than 



BDITOBIAL DBPARTMBNT. 879 

he. BQt he has goue np; that is, he has gone down I For a month past 
he has lain as flat as a mouse killed by a dead&U. 

It is mournfnl to think of. And to write abont it is as melancholy a task 
as to witness the burning of John Rogers, in the presence of his wife and 
nine small children and one at the breast. Bat the truth must be told — 
Allen is done for. 

On this wise it happened. As we said before, Mr. Allen had a good and 
regular standing before the rest of mankind. He was a Zanesville boy, and 
the good people of that ancient city all thought Edward about as nice a 
young idea as ever learned to shoot. He went to College — studied hard, 
behaved well and graduated with high honors. Being a spirited youth and 
desirous of doing good in this wicked world, he, of course, chose teaching 
as his profession. The Ancient Metropolia was in search of a Superinten- 
dent for the city schools. Mr. AHen was invited to fill the bill. He went, 
he saw, he conquered. As a Teacher he gained a high reputation. But it 
was soon seen that his /arte was in government — in the management of 
youth — ^in maintaining the very best of order without resort to severe meas- 
ures. Four years ago we looked in upon his schools, and from that day till 
a month ago we placed Mr. Allen at the head of his class as an effective 
and admirable disciplinarian. Three years ago Governor Boutwell of Mas« 
sachusetts was passing through our State, and he turned aside to see Mr. 
Allen's manner of management, the fame of which had reached the *^01d 
Commonwealth." In his next annual report, as Secretary of the State 
Board of Education, he paid a high compliment to Mr. Allen. He had 
never seen schools so well managed. 

Well, certain inquisitive men composed the Executive Committee of our 
State Teachers' Association, and they requested Mr. Allen to prepare a 
.paper, developing his plan of school government, and read it before the As- 
sociation. He complied with their invitation, and so much were those who 
heard him pleased with his views that there was a general desire expressed 
for the publication of his address. Mr. Allen complied with the wishes of 
his friends, and the paper appeared in the October number of the MorUldy, 
It was received and read with general satisfaction. 

Very many had come to look upon our Chillicothe man as not a whit be- 
hind the chiefest of our educational Apostles. But it was one big mistake, 
for a writer in the Cincinnati ComrMrcM read the address, and pronounced 
it " a stilted mass ot sublimated nonsense — a wilderness of cant — ^the essence 
of feebleness, inanity and ineptitude 1" He pronounced Mr. Allen a '' pe- 
dantic and insufferable prater, a humbug and a bore I '* 

That's terrible I 

Poor Allen ! 

The last time we saw the subject of this notice, (Allen, we mean,) he, 

with a score of friends, was looking from his window, in the Valley House 
at the walking of Blondin upon a rope 200 feet from the ground. General 
Worthington suggested that it would be deplorable if he, (Blondin, we 
mean,) should fall. The whole party, even the ladies, assented to the idea. 



880 THB OHIO BDUCATIONAL MOKTHLT. 

There woald be no possible cbaace of his stopping before reaching the 
ground. All shuddered at the thonght I 

But none of ns then dreamed that one of onr own select circle (Allen, we 
mean,) was within two months from that time to experience a worse &11 
than the one that so afflicted onr imaginations. 

Allen's fall was sudden. 

Big &lls are apt to be sadden. There was Nebnchadneizar. He one 
day strutted through his palace, boasting that he had built that " Great 
Babylon." The next day he was out on the commons eating grass, like a 
shorthorn steer on Darby Plains. 

There was Job. One day he had camels, oxen, asses and a very great 
household ; so that this man was the greatest of all the men of the east. 
But on the morrow he sat in his ash bin, cursing his birthday. 

Then there were Adam and Ere. They were smacking their lips oyer the 
fruit that was to make them as gods, knowing good and evil. But in the 
cool of that same day a writ of ejectment turned them out of house and 
home. 

There was that " archangel tall," Lucifer, son of the morning. He took 
on airs and unduly spread himself, and the next he Knew he was falling like 
lightning from Hearen. 

These impressive examples should be a warning to us all to be mighty 
eareM in regard to what we read before our State Teachers' Association. 



PoQt|I( Sltks. 



CoLUMBira— The beautiful, new High School building on Broadway, whose 
comer stone was laid in apostolic order by Bp ITIlTaine, (and a most worthy 
prelate he ia,) is making good progress toward completion. It will probably be 
ready for occupation as early as the commencement of the next school year. 
We congratulate all parties concerned, and particularly Superintendent Kings- 
ley, on the prospect of a school building not inferior to the best in Ohio 

Dr. A D. Lord, long prominent as a successfhl adTOcate of popular learning, 
is highly successftd as Principal, or Superintendent, of the State Institution for 
the Instruction of the Blind. NeTor was any institution of the kind under better 
management 

The Starling Medical College has fifty students in attendance, and in all re- 
spects is doing better than ever before. 

Gboyspoet.— George C. Smitii, formerly of the South Qrammar School in 
Columbus, has returned from the West and accepted the Principalship of the 
iroveport Schools. 
« 

CnrciiniATi. — ^Mr. Cyrus Enowlton, formerly Principal of the Hughes High 



MOITTHLY NEWS. 881 

School, has been admitted to the bar of Hamilton County. If any of oar read- 
ers are under the painful necessity of employing a lawyer, they can do no better 
than to give Mr. K a call Dr. Thornton of the Woodward High School, suc- 
ceeds to the principalship of the Hughes. 

A better Board of Education, a better Superintendent^ better Teachers and 
better Schools than those of the Queen City, can no where be found. But as one 
of the twelve Apostles turned out badly, so has one of the thirty-four Cincinnati 
School Directors. Heniy Osman was anxious to lay up for himself treasures on 
earth, realized fifty thousand dollars by selling forged paper, and then ran away. 
A good man has taken his place in the Board. 

A late number of the Press gives the following account of " a school dijQicul- 

ty." Prof M. should remember that '* muac hath charms to soothe a savage,' 

but pullinff hair is enough to make a savage of an angeL 

"Prof M. appeared in the Police Court on Saturdav morning, to answer to a 
charge of assault upon William Moulster, a pupil in the Ellen street school ^ It 
appears from the evidence that while the class under Prof M.'s instructTon was 
engaged in singing, some one of the pupils created an annoying disturbance by 
putting his finger m an ink bottle, and suddenly withdrawing it Young Wil- 
liam thought it very amusing, and endeavored to imitate the sound by thrusting a 
finger in Jiis moutti, and suddenly withdrt*wing it William couldn't make it 
pop, and so really made no noise. But he was caught with his finger in his 
mouth, and the teacher was convinced that he was the creator of the disturbance. 
So he proposed to make an example of the lad, and according to the testimony, 
seized nim by the hair, drew his nead down over the form, and " slapped his 
fisice " once or twice. This was rather roughly done, and considerable hair was 
pulled out in the process of punishment It was subsequentlv picked up and 
produced in court as corroborative of the violence used in punismng the lad. 

Prof M. disavowed all intention of injuring the lad, and the court had no 
doubt that such was the casa Still, pulling hair out of a pupil's head was 
not pro forma^ and could not be considered as embraced in the corporeal code. 
It might have been done in a moment of excitement, but it was no less an un- 
justified assault The defendant was fined tS." 

The Board of Education, Hon. Rufus King President, meets every Monday 
evening. We never fail to read the proceedings of those meetings, as they ap- 
pear m the Tuesda/s papers. Supposing that our readers would like a sample 
case, we copy firom the Press and the Commercial the minutes of the last meet- 
ing: 
The Board met — President Kins in the chair. 

Squire Rowekamp offered the following, which was unanimously adopted : 

Besolvedj That L. Harding, W. P. Stratton, Dr. R. S Newton, Lewis Ballauf 
and Dr. Charles Bonsall be appointed a committee of ^yq, to examine the gym- 
nastic exercises in the First District School, and report to this Board whether 
said exercises aro conducive to the health and advancement or whether they re- 
tard the progress of pupils. 

The Trustees of the Ninth District were empowered to rent additional apart- 
ments in the Metropolitan Building at an annual rent of $200. 

Among the weaknesses of the School Board is a fondness to debate the " Heat- 
ing Question." It came up last night again on the proposition of contracting 
with Miles Greenwood for erecting a steam heating apparatus in the Rugner 
House for $2,500. Afler debating the question to an unlimited extent, the Board 
eoncluded to advertise again for proposals. 

Dr, R. S. Newton offered the following: 

Besolvedf That it ehall be the duty oi the Principal of each School to report 



882 THB OHIO BDUOATIONAL MONTHLY. 

to the Local Trustees of said School, monthly, the number of children subjected 
to corporal punishment 

Mr. RoweKamp moved to amend by inserting the name of the pupiL He 
thought it eminently useful to know who receivea the punishment 

Mr. Powers thought it wrong to keep a record going down to all eternity of all 
the urchins in the land. He also thought there were worse punishments than a 
little flogging. He thought it wholesome to make * * * occasionally. * 

Amenament lost 

Mr. Stratton spoke of severe punishments besides whipping. He wanted them 
all included. 

Mr. Harding took ground against flogging and the resolution. Such debates 
did more harm than forty gentlemen could remedy. If he had teachers who 
punished severely, he would dismiss them promptly, 

Dr. Davis opposed the resolution as unnecessary. He cautioned his teachers 
against severity, and unnecessary punishment was not inflicted. If gentlemen . 
visited their schools more frequently, the^ would know that the things existed 
only in their imaginations The communitv TOt erroneous impressions from e^ 
oeptionsd cases, promulgated by members of the Board in Pickwickian speeches. 

Resolution lost 

Miss Fannie Baker, of the Third Intermediate School, resigned her position 
and received the usual certificat& 

Miss Maria L. Salisbury was nominated as a teacher in the Ninth District by 
Mr. Johnson, Chairman of the Local Committee, whereupon Mr. Bates, repre- 
senting the majority of the committee, protested, and nominated Miss Jane 
Young. Then ensued a large amount of stump speaking in reference to th» 

auestion of selecting a teacher. Both these young ladies are unexceptional, and 
le dispute was entirely personal between the Trustees themselves and the Prin- 
cipal After which the Board preceeded to vote, but no choice was made until 
the second ballot, when Miss Salisbury proved victorious. 

Miss Jennie R Newton, of the Thirteenth District, presented her resignation, 
which was accepted, and the usual certificate awarded. 

Miss Louisa A. Sackett was appointed to fill (he vacancy, at a salary of $20 
per month. 

Miss Sarah L. Brooks was transferred from the Tenth District to the Third In- 
termediate School, to fill the vacancy occasioned by the resignation of Miss Ba- 
ker, at a salary of $33.33 per month. 

Miss Mary Dickson was appointed to fill Miss Brooks' vacancy at a salary of 

$20. 

A resolution was presented by Mr. Eelley, requesting the Committee on Qer- 
man-English Schools to inquire into the expediency of opening a German depart- 
ment in the Bufiner school house. Lost 

Mr. Watson, explaining that he represented a large Irish constituency, moved 
the organization of an £ish-English school in the Second District Lost for 
want of a second, whereupon the Board adjourned. 

The Librarian submitted the following report of the monthly circulation of 
books in October : History, 861 ; biography, 697 ; poetry, 580 ; scientific, 699 ; 
travels, 770 ; tales and novels, 1,802 ; miscellaneous, 2,695 ; total, 8,095 ; num- 
ber of registered readers, 8,055. 



CoLLSQB HiLK— We learn that the Ohio Female College is in a more proe- 
perous condition than ever before. Under the charge of President Day it ia 
achieving a deservedly high reputation. 

Prof J. Tuckerman has been elected President of Farmers' CoU^ga We 
have fiill confidence that his administration will be energetic, popular and pros- 
perous. One hundred and five students are in attendance. 



MONTHLY KeWS 883 

Hiram."— The Fall term of Eclectic Institute at Hiram, Portage Gountj, of 
which the Hon. J* A. Garfield is President, closed Friday, Oct 26,. having had 
daring the term nearly three hundred students. Of this number one hundred 
and fifty will engage in teaching in this State and other States during the com- 
ing year. Few schools in the country, we feel assured in saying, send forth a 
more efficient army of teachers than the Eclectic Institute. The Winter term 
begins Tuesday, Nov. 13th. All the instructors will be there in the winter that 
were on duty last year. 



Greek Couktt. — The Teachers have formed a County Association, which 
promises to be an interesting and useful institution. The following exercise^ 
were held at the last meeting: 

Ist Critique, by Miss M. J. Fairman. 

2d Lecture, by the Rev. P> C. Pru^h. 

3d. Teacher s Budget, edited by Miss Nettie Parry. 

4th Discussion upon the best mode of conducting Becitation exercises, by 
J. R. Butler and Samuel Galloway. 

5th. Essay, by Miss Ellen Ewing. 

6th. Reading Exercises, conducted by H. McCracken. 

7th Mathematical Lecture, with demonstrations upon the black-board, by J 
M. Miller. 

8th. Miscellaneous Exercisea 



TiFPECAKOK. — The Teachers of several townships in the neighborhood of Tip- 
pecanoe, Montgomery County, have formed an Association for mutual improve- 
ment N. Kerr, President 

Art 2. The objects of the organization shall be to obtain a more thorough 
knowledge of the branches of a common school education; of the best methods 
of teaching ; and to discuss the subject of school government 

Such associations are worthy of encouragemeat 



Wood County. — ^The next meeting of the Wood County Teachers' Assoeia 
tion will be held at Tontogony on the first Saturday in January. 

Morning exercisesi 1st, prayer; 2d, singing; 3d, discussion. Resolved: 
That ladies and gentlemen of equal qualifications should receive like compen- 
sation for their services as teachera 4th, an essay by the President or Secre- 
tary. 

Afternoon exercises. 1st, singing; 2d, elocutionary exercises ; 3d, address by 
H. C. Skinner, alternate G* A. Ooey; 4th, poem by Miss McGuinness; 5th, sing- 
ing; close. 



McCoNKELLSViLLE.-- Mr. T. M. Stevenson, long the successful Superintendent 
of the Schools in McConnelbidlle, has resigned his position and removed to Chi- 
caga Mr. William Bogle has been appointed to fill the vacancy made by the 
resignation of Mr. Stevenson. 



Milan — We' learn that 130 pupils have been in attendance upon the Normal 
School during the past term. 



884 THE OHIO EDUCATIONAL MONTHLT. 

ToLKDO — ^The Board of Edacation have added physical training to the list of 
school datiea To accomplish their object adeqnatelj, thaj have erected a large 
room, forming the third story of one of the wings of the High School Its £- 
mensions are 114 feet long bj 37 feet wide^ and 20 feet in height This room 
is stocked with almost every conceivable kind of gymnastic apparatua There 
are thirtf-three varieties of apparatus, including swingsf high horizontal ladders, 
perpendicular rope ladders, some attached to the floor and some loose, vaulting 
norses, leaping bars, dumb-bells, Indian clubs, &c There are forty pairs of 
dumb-bells of each of the lowest two sizes, and single pairs of others graduating 
in weight from 15R> to ^Otix There are forty pairs of each of the four lowest 
sizes of Indian clubs, and an equal number or greater caliber. There is also a 
tenpin alle^ for bowling. Under some of the apparatus, from which a juvenile 
gymnast might fall, mattresses have been placed 

Communicating with the gymnasium are two dressing rooma The boys wear 
in the gymnasium a suit consisting of a blue nankin iacket, coarse linen pants, 
a belt and slippers. The girls are habited in short skirted red flannel frocks, 
and trowsers of the same, tied or buttoned at the ancles, belts and slippers, or 
moccasins. No child is forced to take part in the gymnastic exercises ; but they 
are so popular that a large majority choose to do sa The cost to their parents 
for the exercise suit is very trifling. One of the rules for the regulation of the 
room is that strainers shall be admitted when the scholars are there only by a 
unanimous vote of the young gymnasts. 

This gymnasium has been completed quite recently. It is too soon, therefore, 
to speak of the results. But it is a favonte place omong the juveniles already. 

— Exchange. 



Zakesviixe. — An indignant parent of Zanesville, Ohio, was sentenced to pay 
a fine of $60 and spend five days in the county dungeon, regaling himself on 
bread and water meanwhile, for assaulting one of the teachers in the pubhc 
schools a few evenings since, the defendant's objection to the teacher was that 
he had taken his child from one class and placed her in one less advanced. 



Kekton College. — Mr. Qeorge T. Chapman, an alnmnns of Kenyon College, 
has been elected Professor of Latin in that institution. The ColUffian speaks 
highly of the qualifications of the young Professor. He has recently returned 
from a tour through Europe. 



LoBAiN County. — Dr. Catlin sends us the following from the land of Black 
Republicans : 

The following answers were made to the questions appended, at one of the 
late examinations of School Teachers in this county, it will be seen that the 
•'School Master" is still "abroad:" 

Question — Name the rivers that empty into Hudson Bay. Answer=l8t The 
Hudson K, Detroit, St Lawrenca 2d. Hudson, Connecticut, Merrimac. 

Q. — ^Describe the river Rhine. A.*-l8t It is considerably above the land at 
its mouth. 2d. It is a crooked river in the northeast part of the territories. 

Q. — ^Where is Georgian Bay? A. — Ist On the coast of Patagonia. 2d. 
Black Sea. 3d. On Uie eastern coast of South America. 4th In me western 
part of Ecuador, east of Lake Huron. 



Wisconsin. — Chancellor Barnard's health has long been sach as to detain him 
at his former home. 



MONTHLY News 385 

The salaries of the Professors in the State University have been reduced from 
$1500 to $1000 per annum, to be increased bj an equal distribution of the fees 
received for tuition. 



Newark. — Wjrich has found another domick. It seems that the "lost tribes" 
settled in Licking county, and carried on an extensive business in making to 
themselves graven images. We learn that the Hebrew inscriptions on this last 
stone have been rendered into English by that distinguished scholar, Rabbi Bar. 
abbas. One side of the dornick has this prophecy : *' SAMCOXAMLICS- 
GAL;" which by interpretation is, "Sam. Coj^will lick Sam. Galloway for Con- 
gress." On the the reverse side we read— " ABPRRAILSDUSASELEH," 
which meaneth " In the last days Abraham shall be called from the land of the 
prairies to go up against the worshippers of Baal in Washington, to break in 
pieces their idols, to cut down their groves and split them into rails and fence in 
the nation from Dan to Beersheba. Good for Old Abel" 

We trust that the Newark Board of Education will prescribe Hebrew as the 
main branch of study in their Primary Schools* Exegesis will do for the next 
grade. 



Reading and ELOccrrtoN. — A. A. Griffith has done mach good io Golam. 
bus in the department of Elocntion. He has given in the city several pub- 
lic lectures with Readings and Recitations, and has attracted large and in- 
telligent audiences. He is now engaged in the Public Schools and is giving 
nnnsual satisfaction. We take pleasure in copying the following notice 
from the Gazette of Nov. 2d : 

Elooution. — The interest in this subject is increasing in Golambns. A 
much larger audience than on anyprevions occasion greeted Prof. Griffith 
last Tuesday evening. It was dimcult to obtain comfortable seats. We 
have seldom seen a more contented and delighted audience. Prof. Griffith 
increases in power and variety, as his public efforts multiply, and though, 
this was the tenth lecture and retiings, he excelled himself in any former 
effort he has made — '* The Pilot's Story " by Howells was thrillingly render- 
ed. We think this reading will do as much towards making the poem a 
permanent favorite with our people, as a review of it in the magazines. 
The most profound attention was given during its recital. " Cataline's De- 
fiance " was masterly 

"The Fall of Water at Lodore'' was a fine exhibition of articulation and 
music of Toice. Hood's description of the Irish woman after her " lost 
heir" was trne to life. It will be difficult to forget "Annabel Lee." 

We take pleasure in speaking of these entertainments, as thev are the 
most refreshing, intellectual and chaste exhibitions with which we have ever 
been favored in Golumbus. We have always had a good opinion of the peo- 
ple in literary matters, and the attendance of these readihgs confirms it. 

We can say to our friends in neighboring cities that if they want an in- 
structive lecture and an entertainment combined, they will do well invite a 
visit from Prof. Griffith. You need not take our word for it alone. We 
confidently refer to any citizen who has heard him hera 



We learn that A. D. Lord, former editor of the Ohio Journal ofEduca^ 



886 IHB OHIO EDUCATIONAL MONTHLY. 

tton^ has on hand a few copies of the first six volames of that work neatly 
bound in muslin, which can be had at $5 for the set. He can be addressed 
at Golnmbas, 0. 



Kentucky. — In speaking of the Newport Board of Education an exchange 
says : 

" At a previous meeting a petition had been presented, complaining of Miss 
Alexander punishing the children too severely, and asking the Board to exam- 
ine into the matter. After receiving all the actual testimony and tracing up re- 
ports transferred from mouth to mouth by a certain portion of the female com- 
munity known as "scandal-makers" and *' tale-bearers," without finding the 
least fact to uphold the charges set forth, or any thing that would warrant a cen- 
sure, the Board unanimously exonerated Miss A., and indorsed her method of 
teaching the young idea how to shoot 

We know Miss Alexander to be a competent and careful teacher, and feel as- 
sured it would be a ditficult matter to find a substitute who would fill the posi- 
tion as well as Miss A. 



Covington. — ^We have received a copy of the annual report of the Superin- 
tendent and Finance Committee of the Common Schools of^ Covington, with the 
by-laws and regulations for the government of the School Board. The reports 
show a prosperous condition, educationally and financially. The number of pu- 
pils enrolled in the High School, during the year ending June 30, was 98. 
Number enrolled in Common Schools, 1,820, an increase of 200 over the year 
previous. Average daily attendance, 67 per cent These have 21 teachers — 5 
males and 16 females. The Board remonstrate earnestly against the transfer of 
pupils to different districts for trivial causes. 

Some time since Wm. R McEoy, first assistant of the High School, made a 
rule in his department that no conversatioif should be held by the pupils during 
the hours of study without permission ; this rule the pupils all but two agreed to 
observe, and signed their names to the agreement Geo. 0. Easton, one of the 
two dissenting pupils, held out against the rule, and for this and other refractory 
, conduct was expelled firom the school His father became indienant at this and 
petitioned the School Board to interfere in the matter, which he termed a dis- 

gace to his family, when a special committee was appointed to examine the af- 
ir, and report their proceedings in full 

The investigation consumed much time and required no little degree of pa- 
tience and industiT on the part of the committee, but the report is too lengthy 
for publication. It was found, however, that feelings of an entirely personal 
character actuated Mr. Easton to bring charges of cruelty and incompetenqr 
against the teacher ; also that the latter was not only fully competent to teach 
but was a favorite with his scholars, and the committe fully endorsed his conduct 
and his action, at the same time urging its propriety, under the circumstances, 
upon the Board, which by a large majority received the report, and endorsed the 
action of Mr. McKoy. 



Tennessee. — The Nashville Banner contains a foil and interesting account 
of the laying of the comer stone of the University of the South on the 9th ult. 
The exercises were imposing, and were witnessed by a large concourse of peo- 
ple. Bishop Otey of Tenn., and Lieut Maury participated, and the oration was 
delivered by Col John S. Preston of South Carolina. This great educational 
enterprise, undertaken by the Episcopal Church of the United States, is located 



MONTHLY NEWS. 387 

at University Place, near Beersheba Sprincra, Tennessee. The fund already 
raised for the undertaking amounts to nearly $1,000,000, and it is designed to 
secure $2,000,000 for it 



California.— The good people of San Francisco dedicated a fine High 
School Building on the 19th of September. An address was given by the Rev. 
T. Starr King ; another by James Denman, Esq., Superintendent of Public 
Schools: another by J. H. Brewer, Esq., President of the Board of Education ; 
another by Henry B. Janes, Superintendent of the San Francisco Schools 
"Rev. S. H. Willey spoke of the ancient times," twelve years ago, "when the 
Teacher of a School in Happy Valley, used to build a fire on the sand after 
school, and cook his simple meal with his own hands." The building, including 
lot and furnitare, will cost $28,000. 

We have received The Bookseller^ a monthly school journal, published at 
San Francisco, at $1.50 per annum. From the copy before us we judge that it 
will prove a most valuable agency in promoting the good cause in the Grolden 
State. We wish it success, and hope to receive each succeeding number. 



Georgia. — The Edttcaiional Repontory and Family Monthly^ published 
at Atlanta, is a wide-awake journal. From it we learn that the University of 
G^rgia has been reorganized, and is now doing well under *he presidency of A. 
A. Lipscomb, D. D., and that most of the colleges and seminaries of that State 
are advancing in interest The Seposiiory is the '' organ of the Educational 
Institute of the Methodist Church, Soatk" If any of our readers are in want of 
an "organ " of that tone, they will hardly find one more able and valuable than 
this. 



Indiana. — Professor Miles J. Fletcher of Greencastle has been elected Super- 
intendent of Public Instruction. He is said to possess admirable qualifications 
for the position. 

Mr. C. N. Todd has become Principal of the McLean Female Institute, Indi- 
anapolis. 

Mr. J. Baldwin, Principal of the Normal School at Kokomo, " a gem of a vil- 
lage situated on Wildcat Creek," has commenced the publication of a semi- 
monthly paper, called The Normal^ which promises to be a most interesting and 
useful journal. Brother, dwelling on the far-off shores of the silvery Wildcat; 
accept our hand of fellowship, and our wishes for the success of your Normal. 

The School Journal^ one of our very best exchanges, and better of late than 
ever before, " intends to publish in a coming Na the names of delinquent sub. 
Bcribers." That is all perfectly right, Mr. Phelps; they deserve it, the mean 
Hoosiers. To take an educational paper and not pay for it is a strong proof of 
the doctrine of total depravity. No punishment is too severe for such a crime. 
Publish thsir names, and if that does not make them '* step to the Captain's of- 
fice and settle," put them on the Chain Gang for the term of their natural lives. 

Indiana poetry seems to abound the present year. The following was over' 



,o 



•:? 



388 THE OHIO EDUCATIONAL MONTHLY. 

looked by Mr. Coggeshall when getting up his "Poets and Poetry of the West*' 
TAM has made his mark, and a big one it is: 

" Editor School Journal: — The following verses written by a teacher and 
taken from a lady's album, illustrate, verr strUdnslY, the character of many of 
our Hoosier teachers in those counties where no Teacher's Institutes are ever 
held, nor any regular county associations ; where an Educational Journal is un- 
known, and where the County Examiners are politicians, and everything else, 
indeed, but practical educators. 

The sublimity of the poetry and its correctness will doubtless be observed. 
What a pity that our legislature will not appropriate some money for the holding 
of a Teachers' Institute in each county for at least two weeks in the year, as is 
done in so many of the other States. 

Deap down in the harts of honest young men 
ther^ is a luv fur harminy. 

fur eech too injoy what ere they can 
throu the influanse of matrimony. 

Menny young ladies to me are deer 

frequent them, a calling : 
Some too mee are very neer 

is that of Miss Maga Allen. 

You ask mee too rite you a sonit 

upon thots as they rize. 
is it upon your brow or your bonit, 

upon your lips or yOur eyes. 

If upon your brou it will shou it 

if upon your bonit as I can 
if upon your lips III bestow it 

the abuv was ritten by J. L. Tarn. 

From Frankfobt, Clinton County. 



New York. — The estimate cost of the New York city public school system, 
as just submitted, shows a total of $1,300,000, which is $175,000 in excess of 
the estimate of last year. Of this total, the salary of teachers and jailors 
amounts to $725,000, and books to $95,000. The committee on studies made 
some novel reccommendations in reference to primary and grammar schools, jet 
it is to be presumed, not without due consideration. Their report provides that 
hereafter no lessons shall be given to the children in the primary department to 
be studied at home; that the lesson to the primary department shall be given in 
the class-room, and no books whatever shall be given to the children. In the 
grammar schools the teachers are required to occupy two hours in each day in 
preparing the scholars for the lessons to be recited on the subsequent day, and 
no teacher to be permitted to give out lessons that will take more than one honr 
to study. 

Prof Alphonso Wood, formerly of College Hill and more recently of the 
Terre Haute Female College, has removed to Brooklyn, N. Y., in order to open 
a New Family Institute for the board and education of young ladies: His nu- 
merous friends at the West are invited to send for a circular. Address, Box 17, 
Brooklyn, (N. Y.) P. 0. 



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